RELATIONS BETWEEN EFFORTS FOR ACADEMIC RECORDS AND HOME ENVIRONMENT

I<BR>1. Problem<BR>In regards to two groups, one which made grades higher than the intelligence score, and another which achieved lower than the intelligence score, home environments of the two groups will be examined as a responsible factor.<BR>2. Method<BR>The subjects; 51 pupils of higher-than-90-percentile rank in the achievement quotient as an overachiever group, and 50 pupils of lower-than-10-percentile rank as an under achiever group; both groups were selected out of 513 pupils of the second and the third year of a secondary school.<BR>The Home Environment Diagnosis Test published by Tanaka Research Institute of Education was administered to both groups to be compared.<BR>3. Results<BR>1) The home environment score of the overachiever and the under-achiever was. 01 level of significance: the former was higher than the latter. Particulary, the differences in respect to “facilities for children,” “cultural situations,” and “educational interests of parents,” were remarkable, and “general atmosphere of home” was significant.<BR>2) It is marked in farm villages that pupils having more “frequency of residential move” were more often discovered in over-achievers.<BR>3) It seems that the lower the achievement quotient of pupils are, the more important their home environment becomes.<BR>II<BR>1. Problem<BR>It is aimed to examine the relations between effort quotient and home environment throughout all subjects.<BR>2. Method<BR>As effort quotient, standard score of language, mathematics, social studies, and of science were examined, and as for intelligence score the Tanaka- B-Intelligence Test was used to figure out FQ. To analyse the home environment, 20 items which had significant difference in over-achievers and underachievers were selected out of the home environment diagnosis test, as used above. Weight was placed on these items in accordance with the degree of significant difference based upon X2 test.<BR>Of 100 subjects selected by random sampling from 295 pupils of the first and second year of a secondary school, Kanzaki-gun, Saga Prefecture, 88 pupils were actually surveyed.<BR>3. Results<BR>1) The environment score and the effort quotient had positive correlation. The higher the effort quotient, the higher the environment scores are, but its average rate of change decreases in accordance with higher effort quotient.<BR>2) The greater part of the effort quotient was. occupied by academic records, environment score, interaction between academic score and intelligence, score. Any variance according to the intelligence scorewas scarcely observed.