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題名：家庭社經地位與班級經營效能對學生自我效能感之影響：階層線性模式分析
書刊名：教育經營與管理研究集刊
作者：黃建皓 引用關係
作者(外文)：Huang, Jian-hao
出版日期：2012
卷期：8
頁次：頁107-130
主題關鍵詞：家庭社經地位；班級經營效能；階層線性模式；學生自我效能感；Family social-economic status；Classroom management efficacy；Hierarchical linear model；Students' self-efficacy
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(7) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:444
  • 點閱點閱:181
基於跨層次分析的研究觀點逐漸受到教育組織行為研究者所重視，本研究以Bandura（1986）的社會認知論理論為基礎，探討個人層次的家庭社經地位與班級層次的班級經營效能對學生自我效能感之影響。本研究透過對臺南市237個班級，5,887位國小學生的調查，使用階層線性模式進行資料分析。本研究結果顯示，家庭社經地位對學生自我效能感有顯著正向的影響效果；班級經營效能（教學品質、親師溝通、班級常規）對學生自我效能感有顯著正向的直接影響效果，且有效解釋學生自我效能感的多數變異；班級經營效能不僅具有直接影響效果，還扮演調節效果角色，其中，教學品質在「家庭社經地位對學生自我效能感的影響關係」中存在負向調節效果，親師溝通在「家庭社經地位對學生自我效能感的影響關係」中存在正向調節效果。針對上述結果，本研究提出相關的討論與建議。
Owing to the growing amount of attention on multilevel analysis research from scholars for organizational behavior in education, this study explored the effect of individual's family social-economic status and classroom management efficacy on students' self-efficacy based on Social Cognitive Theory proposed by Bandura (1986). This study conducted a survey on 5,887 elementary school students over 237 classes in Tainan City. It used hierarchical linear model to analyze data. The results showed family social-economic status had significantly positive effect on students' self-efficacy. Classroom management efficacy (i.e. teaching quality, teachers-parents communication and classroom discipline) had significantly direct effect on students' self-efficacy, and this was effective to explain most variance of students' self-efficacy. Classroom management efficacy not only had significantly direct effect, it also played a moderating role. In classroom management efficacy, teaching quality had negative moderating effect on "effect of family social-economic status on students' self-efficacy." Parent-teacher communication had positive moderating effect on "effect of family social-economic status on students' self-efficacy." According the results, this study proposed some related discussion and suggestion.
期刊論文
1.巫有鎰(20070600)。學校與非學校因素對臺東縣原、漢國小學生學業成就的影響。臺灣教育社會學研究，7(1)，29-67。new window  延伸查詢new window
2.洪福源(20100300)。高中教師與學生團體凝聚力、集體效能與自我效能關係之研究。臺北海洋技術學院學報，3(1)，97-119。new window  延伸查詢new window
3.Coleman, J. S.(1988)。Social capital in the creation of human capital。Supplement to American Journal of Sociology，94，95-120。  new window
4.Fan, W.、Williams, C. M.(2010)。The effects of parental involvement on students academic self-efficacy, engagement and intrinsic motivation。Educational Psychology，30(1)，53-74。  new window
5.Schunk, D. H.(1981)。Modeling and attributional effect on children’s achievement: A self-efficacy analysis。Journal of Educational Psychology，73，93-105。  new window
6.Sears, R. R.(1961)。Relation of early socialization experiences to aggression in middle childhood。Journal of Abnormal and Social Psychology，63，466-492。  new window
7.Sirvani, H.(2007)。Effects of teacher communication on parents’ attitudes and their children s behaviors at schools。Education，128，34-47。  new window
8.Sirvani, H.(2007)。The effect of teacher communication with parents on students’ mathematics achievement。American Secondary Education，36，31-46。  new window
9.Wenglinsky, Harold(1997)。How money matters: The effect of school district spending on academic achievement。Sociology of Education，70(3)，221-237。  new window
10.Uline, C. L.、Miller, D. M.、Tschannen-Moran, Megan(1998)。School effectiveness: The underlying dimensions。Educational Administration Quarterly，34(4)，462-483。  new window
11.陳嘉成(20010600)。中學生之成就目標導向、動機氣候知覺與學習行為組型之關係。教育與心理研究，24(上)，167-189。new window  延伸查詢new window
12.林俊瑩、吳裕益(20071200)。家庭因素、學校因素對學生學業成就的影響：階層線性模式的分析。教育研究集刊，54(4)，107-144。new window  延伸查詢new window
13.Ryan, A. M.、Gheen, M. H.、Midgley, C.(1998)。Why do students avoid asking for help? An examination of the interplay among students' academic efficacy, teacher's social-emotional role, and the classroom goal structure。Journal of Educational Psychology，90(3)，528-535。  new window
14.Sewell, William H.、Haller, Archibald O.、Ohlendorf, George W.(1970)。The Educational and Early Occupational Status Attainment Process: Replication and Revision。American Sociological Review，35(6)，1014-1027。  new window
15.Parsons, T.(1959)。The school class as a social system: Some of its functions in American society。Harvard Educational Review，29(4)，297-313。  new window
16.程炳林(20061000)。主觀能力與逃避策略之關係。師大學報．教育類，51(2)，1-24。new window  延伸查詢new window
17.Linnenbrink, E. A.(2005)。The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning。Journal of Educational Psychology，97(2)，197-213。  new window
18.溫福星、邱皓政(20090400)。組織研究中的多層次調節式中介效果：以組織創新氣氛、組織承諾與工作滿意的實證研究為例。管理學報，26(2)，189-211。new window  延伸查詢new window
19.陳俊瑋、黃毅志(20110300)。重探學科補習的階層化與效益：Wisconsin模型的延伸。教育研究集刊，57(1)，101-135。new window  延伸查詢new window
20.宋秋美、程炳林、周啟葶(20100900)。課室目標結構對個人目標導向的調節效果。教育心理學報，42(1)，99-121。new window  延伸查詢new window
21.陳怡靖、鄭燿男(20000700)。臺灣地區教育階層化之變遷--檢證社會資本論、文化資本論及財務資本論在臺灣的適用性。國家科學委員會研究彙刊．人文及社會科學，10(3)，416-434。  延伸查詢new window
22.Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。  new window
23.黃毅志(20080600)。如何精確測量職業地位？--「改良版臺灣地區新職業聲望與社經地位量表」之建構。臺東大學教育學報，19(1)，151-159。new window  延伸查詢new window
24.李敦仁、余民寧(20051200)。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫資料為例。臺灣教育社會學研究，5(2)，1-47。new window  延伸查詢new window
25.Dweck, C. S.、Leggett, E. L.(1988)。A Social-cognitive Approach to Motivation and Personality。Psychological Review，95(2)，256-273。  new window
26.Follman, J.(1995)。Elementary Public School Pupil Rating of Teacher Effectiveness。Child Study Journal，25(1)，57-78。  new window
27.Hofmann, D. A.(1997)。An Overview of the Logic and Rationale of Hierarchical Linear Models。Journal of Management，23(6)，723-755。  new window
28.Krull, J. L.,、MacKinnon, D. P.(2001)。Multilevel modeling of individual and group level mediated effects。Multivariate Behavioral Research，36，249-277。  new window
29.Newman, R. S.(1998)。Students’ help seeking during problem solving: Influences of personal contextual achievement goals。Journal of Educational Psychology，90(4)，644-658。  new window
學位論文
1.楊士賢(1997)。國民小學級任教師班級經營信念與班級經營效能關係之研究(碩士論文)。台北市立師範學院。  延伸查詢new window
2.廖英昭(2005)。國小級任教師領導行為與班級經營效能關係之研究(碩士論文)。國立嘉義大學，嘉義市。  延伸查詢new window
圖書
1.Bandura, A.(1997)。Self-efficacy: The Exercise of Control。New York：W. H. Freeman。  new window
2.吳清山、李鍚津、劉緬懷、莊貞銀、盧美貴(1990)。班級經營。臺北市：心理出版社。  延伸查詢new window
3.教育部(2008)。友善校園總體營造計畫。教育部97年度友善校園工作手冊。臺北市：教育部。  延伸查詢new window
4.Emmer, E. T.(1987)。Classroom management。The international encyclopedia of teaching and teacher education。Oxford：Pergamon Press。  new window
5.Hurn, C. J.(1985)。The Limits and Possibilities of Schooling: An Introduction to the Sociology of Education。Boston, MA：Allyn & Bacon。  new window
6.Jones, V. F.、Jones, L. S.(1990)。Comprehensive classroom management: Motivating and managing students。Boston, MA：Allyn and Bacon。  new window
7.Blau, Peter Michael、Duncan, Otis Dudley(1967)。The American Occupational Structure。New York：John Wiley & Sons, Inc.。  new window
8.Kline, R. B.(1998)。Principle and practice of structural equation modeling。New York, NY：Guilford Press。  new window
9.Coleman, James S.、Campbell, Ernest Q.、Hobson, Carol J.、McPartland, James、Mood, Alexander M.、Weinfeld, Frederic D.、York, Robert L.(1966)。Equality of educational opportunity。U.S. Government Printing Office。  new window
10.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
11.Kreft, I. G. G.(1996)。Are Multilevel Techniques Necessary? An Overview, Including Simulation Studies。Los Angeles, CA：California State University。  new window
其他
1.教育部統計處。國民小學概況，http://www.edu.tw/files/site_content/b0013/e.xls， 20110730。  延伸查詢new window
2.臺南市政府(20101209)。臺南市政府教育處「驚讚99」記者會，取自 http://map.tncg.gov.tw/news.aspx7id=6294。  延伸查詢new window
圖書論文
1.張善楠、黃毅志(1999)。臺灣原漢族群、社區與家庭對學童教育的影響。臺灣原住民教育。臺北：師大書苑。  延伸查詢new window
 
 
 
 
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