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題名:影響國中階段學生學業成就成長量的個人、家庭及學校因素之研究
作者:謝亞恆 引用關係
作者(外文):YA-HENG HSIEH
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:吳裕益
學位類別:博士
出版日期:2008
主題關鍵詞:個人因素家庭因素學校因素學業成就成長量結構方程模式階層線性模式individual factorfamily factorschool factoracademic gain scoresSEMHLM
原始連結:連回原系統網址new window
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本研究主要目的在探討個人、家庭及學校因素對國中階段學生學業成就成長量之影響,並建構一個影響國中階段學生學業成就成長量的因果模式。本研究係以「臺灣教育長期追蹤資料庫」(Taiwan Education Panel Study, 簡稱TEPS)全國性抽樣調查的國中學生為分析對象,資料分析區分為學生與學校兩個層次,藉以分別估計這兩個層次對學生學業成就成長量的相對影響。另外,本研究就所提出的影響國中階段學生學業成就成長量的因果模式進行適合度評鑑。本研究使用的統計分析方法包括描述性統計、因素分析、相關分析、結構方程模式、階層線性模式等方法。
本研究主要發現如下:
一、個人因素中的學習態度及教育期望對學生學業成就成長量有直接正向的影響。表示學生有較佳的學習態度,以及學生有較高的自我教育期望,學生在國中教育階段時的學業成就成長量會愈高。
二、家庭因素中的家庭社經地位對學生學業成就成長量有直接正向的影響,負面文化資本則對學生學業成就成長量有直接負向的影響。亦即家庭社經地位高,以及負面文化資本少的學生,會有較高的學業成就成長量。
三、學校因素中的學校校風對學生學業成就成長量有直接正向的影響,教師教學困擾愈多,對於學生的學業成就成長量愈有顯著的直接效果。
四、影響國中學生學業成就成長量的個人、家庭及學校因素的結構方程模式分析結果發現:個人、家庭及學校因素對於國中學生學業成就成長量有顯著影響,學生學習態度愈認真、自我教育期望愈高、家庭社經背景愈佳、負面文化行為愈少、教師教學困擾愈多,對於學生的學業成就成長量愈有顯著的直接效果。個人、家庭及學校因素共可預測到學業成就成長量的10%。
五、在學生與學校層次對學生學業成就成長量的階層線性模式分析結果發現:在學生階層中,學生出身背景、學習態度、家庭社經地位、家庭教育資源對學生學業成就成長量大都有顯著影響,就讀學科資優班、男生、閩南籍、家庭完整的學生,其學生的學業成就成長量會較高;另一方面,學生學習態度愈認真、家庭社經地位愈佳、負面文化行為愈少,學生的學業成就成長量會愈高。至於學校階層中,學校的社經地位與學生教育期望、學習態度都對學生學業成就成長量有正向的影響。然而在眾多學校教育資源變項中,除了任教年資、教師進修及學校校風有正影響,教師素質有負影響外,其餘變項的影響都不顯著。
根據研究結果,本研究針對如何提昇學生學業成就成長量提出若干建議,以提供未來及後續研究者之參考。
關鍵詞:個人因素、家庭因素、學校因素、學業成就成長量、結構方程模式、階層線性模式
The purpose of this study was to investigate the influences of individual, family and school factors on the academic gain scores for the students in junior high school and to construct a cause-and-effect model accounting for the students’ academic gain scores. The subjects of this study were drawn from a large national data base, the Taiwan Education Panel Study (TEPS). Two-level hierarchical linear model was formulated; with level-1 including the students and level-2 including the school level variables. The variation in achievement gain scores were partitioned into within (level-1) and between (level-2) units. In addition, the researcher tested the goodness-of-fit of the cause-and-effect model for the subjects’ academic gain scores. To achieve the study purposes, the researcher applied many statistical methods, including descriptive statistics, factor analysis, correlation analysis, structure equation modeling, hierarchical linear modeling, etc.
The findings of this study were shown as follows:
1. Among the individual factors, there is a positive effect of the individual learning attitudes and educational expectation on the individual academic gain scores. In other words, students with good learning attitude and high self-expectations had more gain scores of academic achievement.
2. Among the family factors, the academic gain scores was positively related to socio-economic status and negatively associated with negative cultural capital. That is, the students with higher socio-economic status and less negative cultural capital achieved larger gain scores in academic performance.
3. Among the school factors, the academic gain scores was positively correlated with school atmosphere and negatively linked to problems with teaching.
4. According to the structural equation modeling, there was a significant relation between individual, family, and school factors and academic gain scores. Many factors had positive individual, family, and school factors and academic gain scores. Many factors had positive effects on the subjects’ academic gain scores in terms of their (a) positive learning attitudes, (b) high self-esteem, (c) good socio-economic status, (d) little negative behavior and (e) teachers’ problems with teaching. Those factors can predict 10% of the subjects’ academic gain scores.
5. The hierarchical linear model results indicated that at the student level, students’ background information, learning attitude, socioeconomic status, family educational resource were significantly correlated with academic gain scores. On one hand, being in academic gifted class, male with Taiwan-Min nationality and good-family-background had high academic promotion. On the other hand, if students had better learning attitudes, higher socio-economic status and less negative cultural behaviors, their academic gain scores will be better. As for the school level, school socio-economic status, students’ educational expectation and learning attitudes were correlated with their academic gain scores. Among the educational resources variables of school level, teachers’ teaching seniority, taking advanced courses and school atmosphere had positive effect. However, teacher diathesis was a negative predictor of academic gain scores.
On the basis of above findings, strategies for improving the students’ academic gain scores were suggested as a reference for future research.
Keywords: individual factor, family factor, school factor, academic gain scores, SEM, HLM
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