Research Report 30 
Relationships among Child Rearing Practices, School Readiness and School Learning Achievement of Pupils in Prathom Suksa I 
by 
Oraphin Choochom, Wanpen Phisalaphong 
Ngamta Vanindananda 1984 
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     This study is a  sub-project of a longitudinal project to study the relationships among  child rearing practices, physical development and  psychological  development  of  children from preschool age until they reach their puberty. 
       The  main  purpose of this study was to find out how much child rearing  practices while being preschoolers and their school readiness could predict their school learning achievement 2 years later. 
       The  specific  purposes  were  divided  into  three categories. Firstly,  it  aimed  to  compare school learning achievement of pupils from  different  socio-economic  and personal background. Secondly, it was to investigate relationships among child rearing practices, school readiness,   socio-economic   and  personal  background  and  learning achievement  of  these  pupils. Thirdly, it was to search for the high effective  predictors  which could predict school learning achievement of such pupils two years later. 
       The  sample group consisted of 115 pupils in Prathom Suksa 1 at the  Srinakharinwirot University Elementary School (Prasarnmitr). This particular  group had been studied the child rearing practices used to them  by  their  parents  and also the school readiness they performed while  being  preschoolers  at  age  between  56  to  70  months.  The instruments  used  for  collecting  data were child rearning practices quesionaire,   school   readiness   inventory   and   school  learning achievement  record.  Data  was  analyzed by using t-test, analysis of variance, stepwise and enter multiple regression analysis. 
       Results of the study could be summarized as follows. 
       Firstly,  there  were  significant  different  at  .05 level in 
school learning achievement between publils from different socioeconomic and  personal backgrounds (i, e ; the differences in sex, father's and mother's  levels  of  education,  occupation  of  father,  and  family financial  earned.  However  there  were no significant differences in school  learning achievement among pupils with different birth orders, number  of  siblings in the family, condition of mother working out or staying   at  home,  personnel  mainly  in  charge  of  child  rearing practices  and  parental expectation toward the prospective occupation of their children. 
       Secondly,  there  were significant positive correlations at .05 level  among  each traits of school readiness personal-social responsiveness,   associative   vocabulary,   concept  activation-numerical, concept   activation-sensory),   Thai  language,  mathematics,  social studies,  sciences,  educational  level of mother, and school learning achievement  of  the pupils. However, the child rearing practices that  put   priority  emphasis  on  physical  development, emotional-social development,  intellectual  development  and  moral development of the child  was  each  found to have no significant correlation with school learning  achievement  two  years later. Moreover, financial status of the family, birth order of the child, number of siblings in the family and  educational  level  of  father  were found to have no significant correlation  with  school  learning  achievement  of the pupils at .05level. 
       Thirdly,  when  school  learning  achievement  was  used  as  a criterion variable for prediction, it was found the effective variable were  highly  predictable  concept  cutively  from  mathematics,  Thai language,  sciences, school readiness in concept activationsensory and social  studies.  This  result revealed that these five predictors had power  in  predictability  of  school learning achievement up to 88.50 percentage totally. 
       However,  when  the school learning achievement of the specific subjects  was  used  alone  as  the  criterion variable, i, e :, using mathematics,  Thai  language,  sciences  and  social studies as single criterion  variable,  it  was found that the only one common predictor variable  that  had  influence on the four school learning achievement subjects  was  school  readiness  in  concept  activation-sensory. The result  also  showed  that  the  school  readiness  in personal social responsiveness  was  the most influential predictor on school learning  achievement  in  Thai  language.  Meanwhile,  the  school readiness in concept  activation-sensory  was  the  most  influential  predictor on school  learning  achievement  in  mathematics,  sciences  and  social studies. 



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