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題名:影響中學生學業成就成長曲線之因素探討-以TEPS為例
作者:吳金銅
作者(外文):Wu,Jin-Tong
校院名稱:國立彰化師範大學
系所名稱:教育研究所
指導教授:林素卿
曾建銘
學位類別:博士
出版日期:2017
主題關鍵詞:三階層成長模式階層線性模式臺灣教育長期追蹤資料庫學生學業成就成長模式數學分析能力Three-Level Growth ModelHierarchical Linear ModelTaiwan Education Panel SurveyStudents’ Academic Achievement GrowthMathematical analysis
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本研究旨在運用階層線性模式(Hierarchical Linear Modeling, HLM)分析臺灣中學生個體內、個體間(個人及家庭因素)及國中學校階層因素對其數學分析能力成長之影響。本研究應用臺灣教育長期追蹤資料庫(Taiwan Education Panel Survey, TEPS)2001至2007年的實徵資料,資料經過巢套(nested)配對後,四波次之有效樣本包含國中校數329所,學生人數分別為19,939、16,330、4,716、3,533人,透過HLM7.0軟體進行資料統計分析。研究結果如下:
(一)學生階層因素對學生學業成就成長曲線有直接影響效果:性別、學習態度、學習動機、自我教育期望、自我效能、文化資本、財務資本、父親關注、母親關注、父母教育期望、管教作為及親師溝通等因素對中學生學業成就成長之初始狀態有顯著的直接影響效果,解釋變異量為65.6%;性別、自我教育期望、財務資本及父母教育期望等因素對中學生學業成就成長之斜率有顯著的直接影響效果,解釋變異量為44.8%;自我教育期望、財務資本及親師溝通等因素對中學生學業成就成長之加速率有顯著的直接影響效果,解釋變異量為37.7%。
(二)學校階層因素對學生學業成就有直接影響效果:偏遠與否、公私立國中別、城鄉區位別性、家長參與度、學校平均社經地位對中學生學業成就成長之初始狀態有顯著的直接影響效果,解釋變異量為70.4%;公私立國中別、學校平均社經地位等因素對中學生學業成就成長之斜率有顯著的直接影響效果,解釋變異量為50.9%;本研究之學校階層因素對中學生學業成就成長之加速率均無顯著的直接影響效果,解釋變異量為36.2%。因為可解釋變異成分太小,沒有實務上的價值。
(三)本研究之中學生學業成就成長模式之階層二因素分別納入學生個人心理因素、家庭因素及親子互動因素結果之解釋變異量分別為,初始狀態(心理因素52.7%、家庭因素11.7%、親子互動23.9%)、成長斜率(44.0%、11.1%、21.5%)及成長加速率(17.1%、10.9%、18.5%),其中以個人心理因素對學業成就成長影響最大。
(四)在學生學業成就成長模式存在的變異比例方面:三階層無條件二次成長模式中,有40.62%的變異存在於學生個體內;43.97%的變異存在於個體間;有15.41%的變異存在於學校之間。如果採用線性成長模式可以解釋個體內變異的61%,二次曲線模式則可以解釋個體內變異的67%。因為二階導數為常數-0.072,因此成長的加速度為負的,逐漸減緩的成長速率。
This study aimed to apply the Hierarchical Linear Modeling to analyze the influences of the within individuals, between individuals (individual and family), and junior high school classes in the three-level growth model for high school students’ academic achievement students. This study used the long-term repository of education in Taiwan (Taiwan Education Panel Survey, TEPS) 2001 to 2007 of empirical data, information on nested pair, the four-wave sample number contained 329 schools; student numbers were 19,939, 16,330, 4,716 3,533, respectively, conducted a statistical analysis of the data through HLM7.0. The findings were as follows:
(1) The factors of the student levels have a direct impact on the growth curve of students’ academic achievement. The factors of gender, learning attitude, learning motivation, self-education expectation, self-efficacy, cultural capital, financial capital, father's attention, mother's attention, parental education expectation, and discipline and parent-teacher communication have significant direct effects on the initial state of the growth of academic achievement of middle school students. The explanatory variance is 65.6%. The gender, self-education expectation, financial capital and parental education expectation have significant effects on the growth rate of middle school students' academic achievement. The effect of self - education expectancy, financial capital, and teacher’s communication on the growth rate of secondary school students’ academic achievement are significantly effective. The explanatory variance of 37.7%.
(2) The factors of the school levels have a direct impact on student achievement. The factors of being remote or not, public and private schools, urban and rural areas, parent participation, school average social status in relation to secondary school students’ academic achievement growth for the initial state have a significant direct impact. The results showed that the variance was 70.4%. The factors such as the average social status of the school and the society were significantly influenced by the slope of the growth of the academic achievement of the secondary school students, and the variance was 50.9%. As for the school stratum factors, there was no significant direct effect on the rate of growth of academic achievement, and the variation was 36.2%. Because it could be explained that the variation of the composition is too small. Therefore is no practical value.
(3) Respectively, gender and individual psychological factors, family factors and parental interaction factors were applied to explain the results of the variability. The initial state (The psychological factors, 52.7%, the family factor 11.7%, the parent-child interaction 23.9%), the growth slope (44.0%, 11.7%, and 21.5%) and the growth rate (17.1%, 10.9%, 18.5%), were analyzed. It is obvious that the personal psychological factors were the most influential.
(4) There were 40.62% variants in the students' individuals in the Three-Level unconditional growth model. 43.97% of the variants existed in the individual. 15.41% of the variants existed in the subgroups of the students' Between schools. If the linear growth model can be used to explain the variation of 61% in the individual, the quadratic curve model can be used to explain the variation of the individual within 67%. Since the second derivative is constant -0.072, the growth acceleration is negative and gradually slowed down the growth rate.
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