The Relationship Among The Achievement Motivation, Family Educating Way And Study Results Of The Korean Students

To explore the relationship among the achievement motivation, family rearing pattern and the academic performance of the high school students of the Korean nationality, and to further explore the left-behind students and the non-left-behind ones, different genders and different grades in the discrepancy of the achievement motivation, perceived parental rearing pattern as well as the academic performance, the researcher adopting questionnaires, sample of 348 high school students of the Korean nationality, with the Achievement Motivation Scale(AMS), the EMBU and the academic performance test, measured the achievement motivation level, perceived parental rearing pattern and academic performance level. Having analyzed the measured statistics the result is as follows:First, there exists partly significant correlation in Korean students'achievement motivation, parental rearing patterns and the academic performance. First of all,academic achievement is positively related to the total score of the achievement motivation, that is, the higher achievement motivation appear, the higher academic performance of the students shows. The achievement motivation is negatively related to avoiding failure factor in the Achievement Motivation Scale, that is, the more fear of the failure the students appear, the lower academic performance shows. Besides, the academic performance shows a significant negative correlation with the mother's preference in the parental rearing pattern, that is, the more the students perceive from the mother's preference, the lower the academic performance shows. In addition, the students'achievement motivation shows significant correlation with the perceived parental rearing pattern.Second, in the parental rearing pattern, mother preference of the Korean students to be tested predicts significantly academic performance, so does avoiding failure factors of various dimensions of the achievement motivation.Third, there exists significant difference in the academic performance, the fatherly emotion warmth and understanding between the Korean left-behind students and the non-left-behind ones. The non-left-behind ones score rather higher than the left-behind in the academic performance. More the left-behind students than the non-left-behind ones perceive emotion warmth and understanding from their fathers.Fourth, the students of the different genders don't appear significantly different in the achievement motivation, but obviously different in the academic performance. The girls'academic performance is significantly better than the boys'. The students of the different genders perceive significantly different in the parental rearing pattern. More boys than girls perceive punishment, severity, excessive interference, over-protection, refusal and denial from their fathers and mothers. Fifth, the Korean students in different grades perceive significant difference in the preference from the mother, the students in senior one and senior two perceive remarkable more than the students in the senior three.