The Influence of Home Environment in Shaping Students’ Learning Behaviour from Selected Secondary Schools in Tanzania

The assumption of this study is that the influence of peer groups extends beyond academics to social interactions and socialization. Peer interactions among individuals can directly and indirectly shape one's beliefs and behaviours. A peer group has the potential to encourage or discourage certain behaviours. In a secondary school context, the encouraging behaviour of peers can positively reinforce desirable actions, such as demonstrating commitment to completing assignments or engaging in school activities. This, in turn, can lead to constructive changes in learning behaviours. Conversely, discouraging behaviour among peers can negatively reinforce undesirable actions, such as demonstrating less commitment to completing assignments or engaging in learning activities. This can result in adverse changes in learning behaviours. Descriptions The students/respondents were given questionnaires containing statements regarding parental involvement in their learning activities. Their responses were measured using a five-point Likert scale, where 5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2 = Disagree, and 1 = Strongly Disagree. The mean and standard deviations were generated using SPSS and are presented in Table 2. The study utilized a mean score value of 3.11 to categorize parental involvement into two groups: "Good parental involvement" and "Poor parental involvement." Students whose responses on parental involvement had a mean score greater than or equal to the average mean value were classified as exhibiting "Good parental involvement," while those with responses below the average mean value were categorized as having "Poor parental involvement. These data about mean score values regarding poor or good parental involvement are presented as percentages in Figure 1. The dependent variable in this study is students' learning behaviour, which is observed and measured to determine how it responds to changes in the independent variable. Where: = is the Spearman rank correlation coefficient di = is the difference between the ranks of corresponding pairs of PIT and LBT n = is the number of observations (273) for both PIT and LBT The value of ρ ranges from -1 to 1: • ρ = 1 indicates a perfect positive monotonic relationship, • ρ = −1 indicates a perfect negative monotonic relationship, • ρ = 0 suggests no monotonic relationship The study utilized a linear regression model to investigate the influence of peer influence on students' learning behaviors. The regression equation is as follows: Y=3.150+0.114X1+0.054eY=3.150+0.114X1+0.054e本研究的核心假设为：同伴群体的影响范畴不仅局限于学业维度，更延伸至社交互动与社会化进程。个体间的同伴互动可直接或间接塑造个体的信念与行为模式。同伴群体具备引导或抑制特定行为的潜在潜力。在中学教育场景中，同伴的正向鼓励行为可对个体的合意行为形成积极强化，例如展现完成作业的投入态度或积极参与校园活动，这进而可推动学习行为产生建设性转变。反之，同伴间的消极劝阻行为则会对个体的不合意行为形成消极强化，例如表现出完成作业的投入度不足或消极参与学习活动，这将导致学习行为出现负面变化。 ### 数据说明 本研究向学生/受访者发放问卷，问卷包含有关家长参与学生学习活动的陈述题项。受访者的作答采用5级李克特量表（5-point Likert scale）进行计分：5=非常同意，4=同意，3=中立，2=不同意，1=非常不同意。本研究借助SPSS软件计算得到各维度的均值与标准差，结果详见表2。 本研究以3.11的平均得分作为分界阈值，将家长参与度划分为"良好家长参与"与"不良家长参与"两组：学生在家长参与维度上的作答均值大于或等于该分界均值的，被归类为"良好家长参与"组；作答均值低于该分界均值的，则被归类为"不良家长参与"组。有关家长参与度优劣的均值得分占比情况详见图1。 本研究的因变量为学生的学习行为，该变量将被观测与测量，以明确其如何响应自变量的变化。 其中： $oldsymbol{ ho}$ 为斯皮尔曼秩相关系数（Spearman rank correlation coefficient）， $d_i$ 为配对的PIT与LBT的秩次之差， $n$ 为PIT与LBT的有效观测样本量，共273例。 $oldsymbol{ ho}$ 的取值范围为[-1, 1]： - 当$oldsymbol{ ho}=1$时，表示存在完全正向单调相关关系； - 当$oldsymbol{ ho}=-1$时，表示存在完全负向单调相关关系； - 当$oldsymbol{ ho}=0$时，表示不存在单调相关关系。 本研究采用线性回归模型探究同伴影响对学生学习行为的作用机制，回归方程如下： $Y=3.150+0.114X_1+0.054e$