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題名：戰勝困境：學業抗逆生與科學成績表現關係研究
書刊名：教育科學期刊
作者：許健將 引用關係
作者(外文)：Sheu, Jen Jang
出版日期：2017
卷期：15:2
頁次：頁41-63
主題關鍵詞：多階層邏吉斯迴歸；抗逆生；潛在類別分析；歸屬感；Multi-level logistic regression；Academic resilient；Latent class analysis；Campus belonging
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:41
  • 點閱點閱:9
近年來，針對學業抗逆生學習表現的研究在國際間逐漸受到重視。本研究乃是透過潛在類別分析與多階層邏吉斯迴歸兩種進階統計方法，以國內參加TIMSS2011 的國小四年級4232 位學童為研究樣本進行兩項研究，一是如何透過適當的統計方法而正確找出學業抗逆生？二是促進弱勢學生成為學業抗逆生的因子與條件為何？研究結果顯示，在4232 位學童中有888 位學童可歸類為科學類科的學業抗逆生，約占全部樣本數的五分之一，實不宜輕忽。另一研究結果顯示「喜愛學習科學」、「學習科學的自信」、「期待子女學歷水平」、「確認有撥時間做作業」、「校園歸屬感」、「老師的講解易於瞭解」、「對上課內容感興趣」與「學校平均成績表現」等七項是有利於促進弱勢學生成為學業抗逆生，而「學校平均社經水平」與「學校平均霸凌程度」對於弱勢生發展成為學業抗逆生的影響效果，在統計上則是呈現負向的顯著性。
In recent years, studies on the performance of academic resilient have been paid more attention than before. In this study, two advanced statistical methods, latent class analysis and multi-level logistic regression, were used to study the 4232 fourth-grade Taiwanese students who participated in TIMSS 2011. The results showed that about one-fifth of the selected samples in Taiwan could be classified as science-specific academic resilient, it should not be ignored. The study results also revealed that ＂like to learn science, self-confidence in learning science, expectation of children's educational level, confirmation of time for homework, campus belonging, easy to understand, interest in class content and average school performance＂ were favorable to promoting economically disadvantaged students to become academic resilient. The ＂average school-level socio-economic level＂ and ＂average school bullying degree＂ affected the development of economically disadvantaged students, statistically significant negative.
期刊論文
1.李宜玫(20121200)。數學低成就學習動機之類型與區別分析：中小學弱勢學生與一般學生之比較。教育科學研究期刊，57(4)，39-71。new window  延伸查詢new window
2.Borman, G. D.、Overman, L. T.(2004)。Academic resilience in mathematics among poor and minority students。The Elementary School Journal，104(3)，177-195。  new window
3.黃月純、楊德清(20110300)。國小低年級弱勢學生數學學習興趣與信心之研究。嘉大教育研究學刊，26，113-145。new window  延伸查詢new window
4.Lo, Y.、Mendell, N. R.、Rubin, D. B.(2001)。Testing the number of components in a normal mixture。Biometrika，88(3)，767-778。  new window
5.Martin, A. J.、Marsh, H. W.(2006)。Academic resilience and its psychological and educational correlates: A construct validity approach。Psychology in the Schools，43(3)，267-281。  new window
6.Chiu, M. M.(2010)。Effects of inequality, family and school on mathematics achievement: Country and student differences。Social Forces，88(4)，1645-1676。  new window
7.龔心怡、李靜儀(20151200)。影響國中經濟弱勢學生之學業表現與中輟傾向之因素：以「脈絡-自我-行動-結果」之動機發展自我系統模式為取向。教育科學研究期刊，60(4)，55-92。new window  延伸查詢new window
8.陳奎憙(19960100)。如何促進教育機會均等。彰化文教，37，4-6。  延伸查詢new window
9.楊文佳、張國祥、薛寶嫦、麥瑞琪(2014)。閱讀參與、家庭和學業背景對閱讀素養表現之影響：探討學業抗逆生及優勢低表現生的學習特徴。課程與教學季刊，17(3)，207-230。new window  延伸查詢new window
10.Agirdag, O.、Van Houtte, M.、Van Avermaet, P.(2012)。Why does the ethnic and socio-economic composition of schools influence math achievement? The role of sense offutility and futility culture。European Sociological Review，28，366-378。  new window
11.Aydiner, A.、Kalende, I.(2015)。Student segments based on the factors related to sense of belonging across disadvantaged and resilient groups in PISA 2012。Procedia--Social and Behavioral Sciences，174，3299-3305。  new window
12.Basch, C. E.(2011)。Breakfast and the achievement gap among urban minority youth。Journal of School Health，81，635-640。  new window
13.Blanco, E.(2009)。La desigualdad de resultados educativos. Aportes a la teoría desde la investigacion sobre eficacia escolar。Revista Mexicana de Investigación Educativa，14(43)，1019-1049。  new window
14.Greenman, E.、Bodovski, K.、Reed, K.(2011)。Neighborhood characteristics, parental practices and children's math achievement in elementary school。Social Science Research，40，1434-144。  new window
15.Fmdik, L. Y.、Kavak, Y.(2013)。Assessing the PISA 2009 Achievement of Disadvantaged Students in Turkey. Kuram ve Uygulamada Eğitim Yönetimi。Educational Administration: Theory and Practice，19(2)，249-273。  new window
16.Huang, L.、Dămean, D.、Cairns, D.(2015)。Social Capital and Student Achievement: Exploring the Influence of Social Relationships on School Success in Norway and Romania。Creative Education，6，1638-1649。  new window
17.Silas Casillas, J. C.(2008)。Por qué Miriam si va a la escuela?。Revista Mexicana de Investigación Educativa，13(39)，1255-1279。  new window
18.Sandoval-Hema'ndez, A.、Bialowolski, P.(2016)。Factors and conditions promoting academic resilience: a TIMSS-based analysis of five Asian education systems。Asia Pacific Education Review，17，511-520。  new window
19.Wang, A. H.、Shen, F.、Byrnes, J. P.(2013)。Does the opportunity propensity framework predict the early mathematics skills of low-income pre-kindergarten children?。Contemporary Educational Psychology，38，259-270。  new window
20.Acar, E.(2011)。Effects of social capital on academic success: A narrative synthesis。Educational Research and Reviews，6(6)，456-461。  new window
21.Nylund, Karen L.、Asparouhov, Tihomir、Muthén, Bengt O.(2007)。Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study。Structural Equation Modeling: A Multidisciplinary Journal，14(4)，535-569。  new window
22.Coleman, James S.(1988)。Social capital in the creation of human capital。American Journal of Sociology，94(suppl.)，S95-S120。  new window
會議論文
1.Sandoval-Hemandez, A.、Cortes, D.(2012)。Factors and conditions that promote academic resilience: A cross-country perspective。The annual meeting of the 56th Annual Conference of the Comparative and International Education Society。Caribe Hilton, San Juan, Puerto Rico。  new window
圖書
1.OECD(2011)。Against the odds: Disadvantaged students who succeed in school。Paris：OECD。  new window
2.Geiser, C.(2013)。Data analysis with Mplus。New York, NY：The Guilford Press。  new window
3.Muthén, L. K.、Muthén, B. O.(2012)。Mplus user's guide。Muthén & Muthén。  new window
4.陳奎憙(2000)。現代教育社會學。臺北：師大書苑。  延伸查詢new window
5.楊瑩(1994)。教育機會均等--教育社會學的探究。臺北市：師大書苑。  延伸查詢new window
6.Bernstein, B.(1990)。Clases, códigos y control, IV: la estructura del discurso pedagogico。Madrid：Morata。  new window
7.Heck, R. H.、Tomas, S. L.、Tabata, L. N.(2013)。Multilevel and longitudinal modeling with IBM SPSS。New York：Routledge。  new window
8.Martin, M. O.、Mullis, I. V. S.、Foy, P.、Stanco, G. M.(2012)。TIMSS 2011 international results in science。Chestnut Hill, MA：TIMSS & PIRLS International Study Center, Boston College。  new window
9.Murillo, F. J.、Castanñda, E.、Cueto, S.、Donoso, J. M.、Fabara, E.、Hernández, M.(2007)。Investigación iberoamericana sobre eficacia escola。Bogotá：convenio Andrés Bello。  new window
10.Welch, A. L.(2014)。The effect of poverty on the achievement of urban African American male students successfully completing high school。ProQuest Information & Learning。  new window
11.Bronfenbrenner, Urie(1979)。The Ecology of Human Development: Experiments by Nature and Design。Harvard University Press。  new window
圖書論文
1.Miles, M. B.(1998)。Finding keys to school change: a 40-year odyssey。International handbook of school change。Kluwer Academic Publishers。  new window
 
 
 
 
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