“Trust Lifts Scores”

Those surveyed included 22 language majors, 17 humanities or social science or business majors, 61 natural science majors, 20 other majors, and among those, 50 were male, 68 were female, and the other two did not want their genders disclosed.

According to a dissertation, why these students could receive good grades were attributed to their family (trust from their parents, relationships with siblings), school (teachers, friends, school atmosphere), emotional factors (a sense of having a purpose, or a competitive spirit), and cognition or action factors (efforts, plans, and wills). More than one answer was allowed.

A total of 70 students (58 percent), more than half of those surveyed, chose “trust from parents,” which shows that parents’ positive expectations have a great influence on children’s academic performances.

Students mentioned that in the following situations, they could they feel their parents’ full support and trust in them: talking to other people with pride about their children; trying to understand their children and letting them make their own decisions instead of forcing them to do something; obtaining all books when presented with a list of dozens of books, despite financial difficulties.

In particular, 48 female students, which made up 70.6 percent of all females polled, selected “trust from parents.” Male students, on the other hand, who said they were influenced by their parents, numbered only 21 (42 percent), which implies that females are more likely to be affected by parents’ expectations.

Also accounting for a large portion was the “atmosphere in the family that pays special attention to the eldest grandson or the only son (19 students), and ‘siblings’ outstanding academic performances that encouraged me to become interested in studying.’ (19 students)”

“An enthusiastic school atmosphere in non-equalization areas helped,” was put down by 27 students (23 percent). They said competition among schools or pride towards their schools had an impact on elevating their performances.

A total of 40 students chose “a strong sense of competitiveness influenced studying,” accounting for 33 percent, which was much more than the answer: “I studied for my future life or my joy (27 students, 23 percent).”

“It is confirmed that the stimulus for well-intended competition lifts academic performances,” said Professor Shin, and added, “The fact the that school atmosphere in a non-equalization area was helpful to many students implies that a homogeneous group has a higher efficiency in studying.”

Also chosen as an important factor was self-esteem (35 students, 29 percent) that makes them think “I am capable to do anything and more talented than others think.”

“When parents understand what their children are thinking and make realistic and rational expectations based on their children’s abilities, parents’ role have a positive influence on children’s learning”, said Professor Shin and added, “It is important that parents make their children recognize the meaning of learning, decide on their own and endeavor while studying.”

Hyo-Lim Son aryssong@donga.com