Analysis of Factors Affecting Elementary School Students' Learning Attitude and Classroom Lesson Understanding

Objectives The purpose of this study is to analyze the key factors influencing elementary school students' learning attitudes and classroom lesson understanding, using data from the third-year panel of the Jeonam Education Longitudinal Study (JELS), specifically targeting 6th-grade students. Methods Data from 1,788 6th-grade students are analyzed using the SPSS 20.0 program. The research design includes independent variables such as homeroom teacher support, academic self-concept, self-management, rule adherence, parent-child interaction, and parental educational support, while the dependent variables are students' learning attitudes and classroom lesson understanding. The study examines the correlations among homeroom teacher support, academic self-concept, self-management, rule adherence, parent-child interaction, parental educational support, learning attitudes, and classroom lesson understanding. Regression analysis is conducted to determine the impact of these variables on students' learning attitudes and classroom lesson understanding. Results The results indicate that self-management, rule adherence, and academic self-concept are significant factors influencing students' learning attitudes, while academic self-concept, rule adherence, and homeroom teacher support are significant factors influencing classroom lesson understanding. Conclusions This study suggest that support from both home and school is necessary to enhance elementary students' learning attitudes and classroom lesson understanding. The results serve as foundational data for improving students' learning experiences and reducing educational disparities in the classroom.