The Effect of Home Education on the Attitudes of High School Students

The Effect of Home Education on the Attitudes of High School Students

张好

济南外国语学校2022级国际部AL19班

Zhang Hao, Class AL19, International Department, Grade 2022, Jinan Foreign Language School, Shandong Province.

Abstract: Family education has a great influence on everyone's way of life and thinking. The purpose of this study is to find out the difference of family education on children's outlook on life and explore the influencing factors. Through questionnaire survey, this study compared and analyzed parents' activities at home, parents' daily attitude towards children and what children think family education is. The conclusion of the study is that paying attention to the cultivation of moral cultivation and humanistic quality is conducive to the cultivation of children's positive and open attitude; Inappropriate family education will affect children's physical and mental health; A rational and inclusive family can help children grow up better. Finally, some specific suggestions are given to parents and educators.

Keywords: home education, attitudes, high school students

1. Introduction

With the continuous development and changes of society, family education has attracted more and more attention to the growth and development of children. The high school stage is an important stage in the life of students, they are facing the transition period of physical and mental development, but also face the choice and challenge in the future. It is undoubtedly very serious that more and more students around us begin to misbehave. At this stage, the role of family education is particularly critical. Therefore, the purpose of this study is to explore the influence of parental education style on high school students' attitude towards things in the family environment, in order to provide useful reference for parents and educators.

Family education refers to the educational activities carried out in the family environment, which together with school education and social education constitute a person's comprehensive education. Family education has a profound impact on children's cognitive, emotional and social development. High school students are in their late adolescence, and their attitudes and attitudes are largely influenced by their home environment. For example, the author posted a questionnaire about what their parents do at home. More than half of the students chose to watch TV and mobile phones instead of communicating with or accompanying their children. When families start neglecting their parenting style and their children's personalities and stress levels, things can go badly wrong. Therefore, it is of great significance to explore the influence of family education on high school students' attitude towards things.

This study was conducted by questionnaire survey. First of all, the author selected students from three to four ordinary high schools in Jining and Jinan as the research objects, and asked them to fill in the questionnaire honestly by means of electronic distribution. The questionnaire mainly includes personal background information, parents' background information, parents' activities at home, parents' attitude towards their children, and inpiduals' views on family education.

From a theoretical point of view, our research can extend and deepen the understanding of the influence of family education factors. Family education factors such as family environment, economic conditions and parental education mode have an important impact on the growth and development of inpiduals, and the high school stage is a critical period in life, so the study of education issues at this stage has important theoretical significance. By exploring the influence of family education factors on high school students' attitude towards things, we can further understand the role of family education in inpidual growth and development, and provide reference and basis for future research.

From a practical point of view, the research can provide useful references for parents and educators. By understanding the influence of home education factors on the attitude of high school students to see things, parents and educators can better understand the problems students face in growth and development, and adopt more effective methods to promote the healthy growth of students. In addition, the research results can also provide reference for policy formulation, and provide basis for education reform and education policy formulation.

In fact, as a senior high school student, the original purpose of my choice of this topic is to help more students. To investigate the impact of family education on students can serve as a breakthrough for friendship, and to find out the reasons for the differences between them can better solve the contradictions and adapt to each other. Therefore, it is of great practical significance to study the influence of family education on high school students' attitude towards things.

2.Literature Review 

2.1 Overseas Research

Nattavud Pimpa studies on the influence of family on Thai students’ choices of international education (Nattavud, 2003). It found that family influences fall into five categories: financial, informational, expectant, persuasive, and competitive.

Raymond Sin-Kwok Wong studies on the iMultidimensional influences of family environment in education: The case of socialist Czechoslovakia (Raymond Sin-Kwok Wong, 1998). It found that family capital is the four important components of children's educational achievement: human capital, financial capital, social capital and cultural capital. In addition, in contrast to traditional approaches that focus on parent-child relationships within the family, the authors define social capital as including social relationships and networks outside the family that parents can use. A case study in socialist Czechoslovakia illustrates the relative importance of each component of family capital to a child's education, in which social capital is operated by membership in the Communist Party. The study found that in addition to the independent influence of each component on children's educational attainment, there may also be an interaction between parents' social capital and human capital during the conversion process.

Egalite, A.J. studies on the How Family Background Influences Student Achievement: Can schools narrow the gap (Egalite, A.J., 2016). It found that four family variables that may affect student achievement are family education, family income, parents' criminal behavior and family structure. It then considers ways in which schools can counteract the effects of these factors.

 Harju-Luukkainen, J. Vettenranta, …S. Garvis studies on the Large-scale Assessments in Education volume：Family-related factors, like parent’s educational level, their values and expectations have a significant impact on child’s early skills and later educational outcomes (H. Harju-Luukkainen, J. Vettenranta,…S. Garvis, 2020). Further, parents provide their child, alongside with other learning environments, a broad mathematical and early literacy input. This study investigates the relationship between family-related socio-economic and other factors like, parental education, amount of books at home, parental attitudes towards mathematics and science, parental perception of child’s early skills and student’s later academic achievement. This is studied in the light of the Finnish data collected for Trends in International Mathematics and Science Study (TIMSS) 2015. The results are presented with the help of a geospatial method called Kriging that reveals regional variance. The results indicate that family-related background variables have different effects on child’s later achievement in mathematics across Finland. The results suggest, that some areas in Finland are better in ‘levelling the playing field’ for children and minimising the effect of family related variables on educational outcomes than others. 

Wangyang LiORCID Icon & Yu Xie studies on The influence of family background on educational expectations: a comparative study：It has been well documented that East Asian students in primary and secondary education academically outperform their Western counterparts (Wangyang LiORCID Icon& Yu Xie, 2020). One prominent explanation points to the role of culture. This study explores the cultural explanation from a comparative perspective. Analyzing data from mainland China, Taiwan, South Korea, the U.S., Germany, and Australia, people examine the variation across social contexts in the importance of family SES to parents’ and children’s educational expectations, paying particular attention to comparison between East-Asian and Western societies. It finds that educational expectations are much less dependent on family background in East Asian societies than in the West, in that parents and children in the former all tend to hold high educational expectations, irrespective of family socioeconomic status.

Zhonglu Li & Zeqi Qiu study on the How does family background affect children’s educational achievement? Evidence from Contemporary China：Education is a lasting process (Zhonglu Li & Zeqi Qiu, 2018). Academic performance in primary education plays a crucial role in obtaining further educational opportunities. Thus, it is necessary to examine how family background affects children’s academic achievement at an early stage. Through analysis of data from the Chinese Family Panel Study in 2010 (CFPS2010), this paper proposes two pathways through which family influences children’s academic performance. Firstly, parents compete for high-quality educational opportunities for their children and better educational opportunities lead to better academic performance. Secondly, parenting behavior and educational support for their children could cultivate children’s learning habits and affect academic performance. People also find urban students’ academic performance are more heavily affected by their families’ socioeconomic status compared with rural students. These findings bear important implications for how to reduce the class difference in students’ academic performance and promote educational equity in contemporary China.

2.2 Domestic Research

Wang Jie learned about the current situation of family education guidance for senior primary school students through questionnaire survey and interview, and found that parents often ignore the importance of family education, and parents are easy to lose control of emotional management in parent-child relationship (Wang Jie, 2023).

Chen Jie learned about The misunderstanding of family education behind the tendency of students' psychology and behavior, and found that Many parents look at their children's success or failure, and basically draw conclusions based on scores and teacher feedback, and rarely analyze the content of the test, the difficulty and the impact of the child's ability (Chen Jie, 2015). Family expectations and parents' attitudes lead to excessive pressure on children, and some children with weak tolerance show psychological and behavioral biases, the most common are weariness, escape difficulties, communication barriers, inappropriate venting, and even autism.

Liu Jianhong and Li Wenjing learned about The influence of irrational expectation of family education on the implementation of "double reduction" policy, it is found that some Chinese families have irrational expectations of family education (Liu Jianhong & Li Wenjing, 2023). The formation of irrational expectation of family education is influenced by the traditional utilitarian education view, blind comparison and the rapid development of higher education. This kind of irrational expectation of family education will not only bring negative influence to young people's learning, but also affect the implementation of the "double reduction" policy. If parents cannot have rational educational expectations and hold unrealistic illusions, the original intention of the "double reduction" policy may be difficult to achieve. To truly implement the "double reduction" policy, we need the joint efforts of all sectors of society to return family education expectations to rationality.

Li Yuanyuan and Liu Haimin learned about The value, dilemma and outlet of school family education guidance, it is found that family education guidance is an important guarantee to help parents improve the quality of family education (Li yuanyuan & Liu Hanmin, 2023). It is an inevitable requirement for students' growth, parents' improvement and teachers' professional development for schools to assume the responsibility of family education guidance. At present, schools, as the main front of family education guidance, have difficulties such as the supervision mechanism is not perfect, the evaluation and selection are solidifying, the special guidance is seriously absent, and the responsibility boundary is blurred. In order to ensure that schools effectively assume the responsibility of family education guidance, we can seek a solution from four aspects: standardize the implementation of policies, do a good job of supervision and evaluation; Improve the evaluation mechanism, activate the internal motivation; Strengthen professional guidance to improve the effectiveness of work; Clear self-positioning, empowering parents. Lei Yuanhua learned about Misunderstanding and correction of contemporary family education, and found that nowadays, many parents regard the cultivation and education of their children as the top priority of their families and invest a lot of energy and money into it (Lei Yuanhua, 2009). However, according to the author's investigation over the years, many families are going wrong with their children's education, and many teenagers are receiving wrong teachings and influences in the family.

Liu Yutao and Zhang Zizhi learned about A brief discussion on the requirements of family education to parents under the modern concept, and found that family education is one of the components of education and the basis of school education and social education (Liu Yutao & Zhang Zizhi, 2022). It can be seen that the success of school education is closely related to the support of family education. Family education lays a good foundation for a person's development, which means that the inpidual is ready to accept the influence of the external environment. Through consulting historical documents and combining modern forms, this paper gives a new definition of family education and puts forward higher requirements. Tong Sien learned about A brief analysis of middle school students' mental health and family education, and found that The mental health of middle school students plays an important role in the growth of middle school students, and family education plays a key role in the mental health of middle school students (Tong Sien, 2019). It emphasizes the importance of mental health and family education, and believes that family education is crucial to students' mental health. It analyzes the main problems in family education of families with children brought up by the elderly, families with ample income, single parent families, and excessively indulgent and relaxed families, and proposes a way out of "valuing wisdom over morality", "valuing upbringing over education", and "valuing words and education over body" according to these problems The strategy of "teaching three misunderstandings" provides a perspective from the perspective of family education on the mental health education of middle school students.

Ren Qian learned about Research on family education of "rich second generation", and found that the "rich second generation" has attracted wide attention because it is born with far more social resources and wealth than ordinary people (Ren Qian, 2015). On the one hand, a series of events such as "throwing money at the door" and "flaunting wealth" in recent years have triggered heated discussions among the public, but also made the "rich second generation" labeled as "arrogant" and "ignorant". On the other hand, there are also some "second generation rich", who either inherit the family business or start their own business, achieving success at a young age. The same "rich second generation", why have such opposite behavior? The reason lies in family education. The family is the first environment for human education after birth, and plays a long-term and vital role in a person's growth and success. The healthy growth of the "rich second generation" is closely related to the proper family education. The future of the "rich second generation" is not only related to their own families, but also affects the stability and prosperity of the whole society. Therefore, the family education of the "rich second generation" has become an issue of increasing concern to the public. This paper takes the family education of the "rich second generation" as the starting point, summarizes the problems and experiences and lessons by analyzing different cases of "rich second generation" family education, and on this basis, refines the suggestions and countermeasures to solve the problems of "rich second generation" family education.

2.3 Discovery

It can be found that family function has a significant impact on high school students' emotional and behavioral problems, and good family function can predict better academic performance and social ability. Family communication style and emotional atmosphere have significant effects on self-esteem and emotional stability of high school students. At the same time, family environment has a significant impact on high school students' academic performance, self-esteem and social ability, and parents' educational style and expectation have a significant impact on high school students' learning attitude and academic performance. The most important thing I think is that family closeness and adaptability also have an impact on high school students' emotional stability and self-esteem. To sum up, family education has a major impact on high school students' attitudes towards things. By improving the family environment and education mode, the mental health level and academic performance of high school students can be improved. Future research could further explore the relationship between family education and other factors (such as schooling, social environment, etc.) and how to develop effective family education strategies.

3.Method

3.1 Object of Study

The research object is high school students studying in 2-3 high schools in a certain city in China. All high school students at these high schools are eligible to fill out the questionnaire.

3.2 Questionnaire Design

The questionnaire is designed with questionnaire star, and Table 1 is the basic information. Other questions may include personal background information, parental background information, parental activities at home, parental attitudes toward children, and personal views on family education.

Table 1  Questionaire questions

3.3 Recovery of Data

The author will send out questionnaires randomly. The author plans to send out 100 questionnaires, which may include invalid questionnaires.

The questionnaire issued on August 4 was distributed for three days through the channels of group, circle of friends, qq dynamic and forwarding, and 53 questionnaires were recovered on August 7, all of which were effective.

Table 2 shows the responses to all the questions in the questionnaire and their probabilities. As Table 2 shows, there were 16 for boys and 37 for girls; The first and second grades are 26, and the third year has 1, which supplements the educational ratio of the parents.

Table 2 Basic information of the objects

4. Result

4.1 Parental Activities at Home

Table 3 Answers to “Your parents are usually at home?”

As can be seen from Table 3, the most common activities that parents do at home are watching TV and watching mobile phones, with a proportion of 60.38%. Followed by reading newspapers, discussing together and doing their own things, these two activities accounted for 13.21%.

4.2 Parental Attitudes toward Children

Table 4  What happens to your parents when you do something wrong？

As can be seen from Table 4, patient persuasion is the most important attitude of parents towards their children's mistakes, and the proportion is as high as 66.04%. Followed by severe criticism, accounting for 26.42%.

Table 5  Will your parents fully support your hobby？

As can be seen from Table 5, parents do not approve of their children's interests and hobbies, the proportion is as high as 58.49%, followed by full support, the proportion is 39.62%. Only 1.89% of parents would not support any hobbies.

Table 6  Your parents want you？

The proportion of parents who want their children to pursue graduate or doctoral studies and study abroad is the same, both 26.42%. This was followed by admission only to universities and key universities, with 20.75% and 22.64% respectively (see Table 6).

4.3.Personal Views on Family Education

Table 7  What do you think should be the focus of family education？（more than one answer is possible）

People can choose more than one option. Among the 53 people, 90.57% of the students think that moral education is the most important part of family education. 84.91% of the students think that life skills education is also an important part of family education. 54.72% of the people think that academic education is the most important part of family education (see Table 7）.

Table 8 The way your parents treat you

When it comes to things, the most common situation is to discuss with you before doing things, the proportion is as high as 79.25%. This was followed by asking to solve all and ordering the child to do something, at 11.32 percent and 9.43 percent, respectively (see Table 8).

Table 9  What do you think your parenting style is more focused on compared to other families

People can choose more than one option, the most important are harmonious family atmosphere and the cultivation of children's independent character. The proportions were 66.04% and 62.26%, respectively (see Table 9).

Table 10  Parents' view of the future

As can be seen from Table 10, 64.15% of parents have a plan for their children's future, 22.64% of parents let their children develop on their own, and 11.32% of parents have a step-by-step plan for their children's future.

5. Discussion

5.1 Reasons

It can be seen that most people's family education is good, and their character is indeed affected by family education. This study shows that family education has a significant impact on the attitude of high school students to see things.

Good family education mode, harmonious family atmosphere and education contents that focus on moral cultivation and humanistic quality are helpful to cultivate children's positive and open attitude. Conversely, poor parenting can lead to problems such as anxiety, depression and low self-esteem. This shows that a good family environment is very important for children's development. Also in Liu Yutao and Zhang Zizhi's literature on the requirements of family education for parents under the modern concept, it is said that the success or failure of school education is closely related to the support of family education (Liu Yutao and Zhang Zizhi, 2022). Family education lays a good foundation for a person's development, which means that the inpidual is ready to accept the influence of the external environment. This can make people see that family education is closely related to inpidual growth and development, if the way of family education is not appropriate, children will not have a positive and open mind to face people and things.

On the contrary, a casual or tense family atmosphere and educational content that focuses too much on academic achievement can lead to negative and rebellious attitudes in children. This kind of irrational expectation of family education will not only bring negative influence to young people's learning, but also affect the implementation of the "double reduction" policy. If parents cannot have rational educational expectations and hold unrealistic illusions, the original intention of the "double reduction" policy may be difficult to achieve. This is enough to prove that rational and inclusive families can help children grow up better.

5.2 Suggestions

Therefore, parents and educators should pay attention to the impact of family education, strive to create a good family and educational environment, and provide support for children to form a positive outlook on life and world.

What can be done to avoid various problems? Here are some suggestions.

5.2.1 Parents

Parents play less mobile phones and watch less TV, or they can read more articles, learn more, and communicate more with your children. It is recommended to read some heartwarming inspirational articles, world classics and news magazines, etc.,and it is best to do it every day. Parents treat their children's attitude is best not to be too intense, patient communication carefully listen to the child is very important, which also determines whether the relationship between you is more intimate or more distance. To have the right way of family education, the parents can not immediately criticize the mistake, but should first ask the situation, do not solve the problem through violence. This often causes children to rebel.

Building trust is the key to resolving conflicts between parents and children. Parents need to trust their children to make the right decisions. At the same time, children also need to trust their parents and trust their love and support. This relationship of trust can help both parties communicate better and solve problems.

In resolving conflicts, parents and children need to seek compromise. Parents can let go of some of their own expectations, and children can also consider some parental advice. This approach of mutual respect and understanding can lead to a mutually acceptable solution.

5.2.2 Educators

Educators in schools and other places can conduct educational exercises or seminars to help children and parents better understand each other.

Educators and parents should encourage children to participate in social practice and public welfare activities, cultivate children's social responsibility and teamwork ability, and also help expand children's vision and experience. Educators and parents should pay attention to children's interests and development direction, encourage them to try different activities and subject areas, and support them to choose their own development direction. Educators and parents should keep close contact with the school, understand the child's learning situation and life performance in the school, and discuss the appropriate education methods and plans with the teacher. Educators and parents should continue to learn and improve their own literacy, understand the educational concepts and methods of the new era, pay attention to social hot spots and technological developments, and do their best to provide children with more comprehensive and high-quality educational resources.

6. Conclusion

This paper discusses the influence of family education on high school students' attitude towards things from multiple perspectives. The author finds that family education has a significant impact on the attitude of high school students. This influence is mainly realized through family education and family culture.

Family education is one of the main factors that affect high school students' attitude towards things. Different ways of family education will have different effects on children's attitudes. For example, open and positive family education can promote children's active participation in social activities, cultivate their ability to think independently and face problems positively, and thus make them more optimistic about things. On the contrary, overly strict family education may cause children to have negative emotions when dealing with problems and affect their attitude towards things.

The findings of this paper suggest that family education should pay more attention to inpidual differences and make appropriate adjustments according to children's age and personality characteristics. At the same time, family education should also pay attention to the role of family culture and family communication in order to cultivate children's healthy psychology and positive attitude. Future studies can further explore the specific relationship between family education and high school students' attitudes, and how to improve the quality of family education, so as to better promote the all-round development of high school students.

But there are still limitations in this paper. Research methods and locations have certain limitations. Research methods for home education papers can be subjective and limited. For example, studies may be based on data from specific groups or specific regions, which can lead to inaccurate and inappropriate findings. In this article, only high school students are involved. In addition, research methods are limited by resources and time, which may affect the comprehensiveness and depth of the study.

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