Journal of Education & Social Policy

An Exploration into the Family Backgrounds and Educational Expectations of Indigenous Students with Academic Achievement as an Intervening Variable
Feng-Ying Chou, Cheng-Chang Jeng*, Cheng-Hsiu Li

Abstract
This study explores how the backgrounds of indigenous students affect their academic achievement, with an emphasis on examining the intervening effect produced by academic achievement on background variables and educational expectations. We distributed questionnaires among 1,300 indigenous students studying at senior high schools in Hualien and Taitung using cluster sampling methods. A total of 1,216 questionnaires were analyzed using regression analysis. The findings are as follows: The indigenous students who have achieved previous academic success experience elevated educational expectations from their family. Meanwhile, academic achievement acts as an intervening variable for12th grade and middle and upper SES (socioeconomic status) and educational expectations. Therefore, we suggest enhancing the academic achievement of 12thgraders and students who come from middle and upper SES backgrounds, so as to elevate their educational expectations and increase the number of indigenous students pursuing college education immediately after leaving senior high school.

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