Research on family educational influences on Chinese and German learning motivations

The Report directed by James S. Coleman has mentioned that the effects of school resources on student achievement were weaker than those of students’ families (Coleman et al. 1988, S. 95-120). The report also mentioned suggested that the performances and achievement by students have direct relationships with the family social and economic situations and conditions (Coleman et al. 1988, S. 95-120). Moreover, after discussing the influences based on the levels of students and schools to the learning achievement and performances, the results have shown obviously that the social and economic situations in the students’ families have greater effects and influences, while the courses taught in the classroom and teachers’ teaching experiences have little influences. Elliott (1998, S. 223-245) has found from the research work in the USA that the family and individuals’ factors are much greater and more important than the school factors.