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題名：高中學生參加補習的情境決定因素及對學業成績的影響
書刊名：教育與心理研究
作者：許崇憲 引用關係
作者(外文)：Hsu, Chong-shiann
出版日期：2010
卷期：33:3
頁次：頁77-105
主題關鍵詞：高中；階層線性模式；補習；學業成績；Senior high school；Hierarchical linear modeling；Supplement education；Academic grades
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(4) 博士論文(0) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:375
  • 點閱點閱:125
本文探討高中學生學科補習的情境決定因素及對學業成績的助益。以臺灣高等教育資料庫94學年度新生為樣本，經篩選後，313所高中、18,832名學生列入分析。補習參與及學力測驗英數成績分別做為依變項，進行變異數分析及階層線性模式分析。結果發現，首先在補習參與的脈絡因素，明星高中比非明星高中有較高的學科補習人數比例，但考慮學校同儕補習氣氛後，兩類學校的差異未達顯著。補習成效的統計分析顯示，非明星高中學生學科補習年數愈多，英文及數學成績愈佳，僅補習1年者與從未補習者無顯著差異；對於明星高中學生，參加2年學科補習者及從未參加者有較佳成績。不同高中之間補習成效的差異可能來自於學生先備知識多寡。本文最後討論實務建議及未來研究方向。
This study examined the contextual determinants of supplement education and its effect on academic performance among senior high school students. The 2005 freshman samples from the Taiwan Higher Education Data System were used. There were 18,832 pupils from 313 senior high schools analyzed. The participation in cramming for English and math and the grades on these subjects in the Subject Competence Test in February were separately used as dependent variables. ANOVA and hierarchical linear modeling were used. Concerning the situational factors of cramming, it was found that the students in star senior high school took part in more than those in nonstar senior high school. However, the difference between these two types of senior high school was not significant after the cramming aura in high school was controlled. Pupils with prior experiences of cramming had constantly joined in supplement education. With regard to the benefit of shadow education, for the pupils of nonstar high school, the more cramming, the more math and English grades. For star-high-school students, ones with two-year cramming or without any cramming had greater grades than ones with one-year experience. The difference in cramming effect between these two types of high school might result from the discrepancy in prior knowledge of these pupils. Implications for educational practices and further research were discussed.
期刊論文
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15.Ascher, C.(2006)。NCLB's supplemental educational services: Is this what our students need ?。Phi Delta Kappan，88(2)，136-141。  new window
16.Michaels, J. W.、Miethe, T. D.(1989)。Academic effort and college grades。Social Forces，68(1)，309-319。  new window
17.林生傳(19950300)。我國公立高中升學率分配之成因與預測。教育研究資訊，3(2)，57-84。new window  延伸查詢new window
18.黃毅志、陳怡靖(20050600)。臺灣的升學問題：教育社會學理論與研究之檢討。臺灣教育社會學研究，5(1)，77-118。new window  延伸查詢new window
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21.關秉寅、李敦義(20081200)。補習數學有用嗎？--一個「反事實」的分析。臺灣社會學刊，41，97-148。new window  延伸查詢new window
22.Multon, Karen D.、Brown, Steven D.、Lent, Robert W.(1991)。Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation。Journal of Counseling Psychology，38(1)，30-38。  new window
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26.江芳盛(20060500)。國中學生課業補習效果之探討。臺北市立教育大學學報．教育類，37(1)，131-148。new window  延伸查詢new window
27.黃毅志、陳俊瑋(20080300)。學科補習、成績表現與升學結果--以學測成績與上公立大學為例。教育研究集刊，54(1)，117-149。new window  延伸查詢new window
28.秦夢群(19920800)。高中教師管理心態、學生內外控信念與學生學習習慣與態度關係之研究。教育與心理研究，15，129-171。new window  延伸查詢new window
29.Stevenson, David Lee、Baker, David P.(1992)。Shadow Education and Allocation in Formal Schooling: Transition to University in Japan。American Journal of Sociology，97(6)，1639-1657。  new window
30.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
31.李敦義(20060900)。補習有助於升學嗎？--分析補習、多元入學與教育取得間的關係。教育與心理研究，29(3)，489-516。new window  延伸查詢new window
32.王震武(20020600)。升學主義的成因及其社會心理基礎--一個歷史觀察。本土心理學研究，17，3-65。new window  延伸查詢new window
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36.Robbins, S., Lauver, K., Le, H., Davis, D., Langley, R.,、Carlstron, A.(2004)。Do psychosocial and study skill factors predict college outcomes? A meta- analysis。Psychological Bulletin，130(2)，261-288。  new window
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38.Scott-Little, C., Hamann, M.,、Jurs, S. G.(2002)。Evaluations of after-school programs: A meta-evaluation of methodologies and narrative synthesis of findings。American Journal of Evaluation，23(4)，387-419。  new window
39.Strand, S.(2007)。Surveying the views of pupils attending supplementary schools in England。Educational Research，46(1)，1-19。  new window
40.Becker, B. J.(1990)。Coaching for scholastic aptitude test: Further synthesis and appraisal。Review of Educational Research，60(3)，373-417。  new window
41.Ritter, G. W.、Barnett., J. H.、Denny, G S.、Albin, G.R.(2009)。The effectiveness of volunteer tutoring programs for elementary and middle school students: A meta-analysis。Review of Educational Research，79(1)，3-38。  new window
42.Robbins, S.、Lauver, K.、Le, H.、Davis, D.、Langley, R.、Carlstron, A.(2004)。Do psychosocial and study skill factors predict college outcomes? A meta analysis。Psychological Bulletin，130(2)，261-288。  new window
43.Schtlmer, G.(1999)。Mathematics education in Japan。Journal of Curriculum Studies，31(4)，399-427。  new window
44.Scott-Little, C.、Hamann, M.、Jurs, S. G.(2002)。Evaluations of after-school programs: A meta-evaluation of methodologies and narrative synthesis of findings。American Journal of Evaluation，23(4)，387-419。  new window
45.Strand, S.(2007)。Surveying the views of pupils attending supplementary schools in England。Educational Research，49(1)，1-19。  new window
研究報告
1.彭森明(2006)。臺灣高等教育資料庫之建置及相關議題之探討：94學年度大一問卷調查描述性統計表分析報告。臺北市。  延伸查詢new window
2.彭森明(2006)。臺灣高等教育資料庫之建置及相關議題之探討：94 學無度大一問卷調查描述性統計表分析報告。臺北市。  延伸查詢new window
學位論文
1.葉明芳(2005)。原漢國小學童補習行為與學業成績的差異之探討--以臺東縣國小六年級為例(碩士論文)。國立臺東大學，臺東縣。  延伸查詢new window
2.薛錦彰(2004)。未補習而有高學習成就學生之研究--以醫學系學生為例(碩士論文)。國立中正大學。  延伸查詢new window
3.羅淇(2003)。補習與教育成就(碩士論文)。淡江大學。  延伸查詢new window
4.黃雪萍(2002)。國小高年級學童參加校外數學補習之背後因素與對數學學習影響之研究(碩士論文)。臺東師範學院，臺東縣。  延伸查詢new window
5.許綺婷(2002)。探討國三學生對補習班與學校教學的看法及其與基本學測數學科之表現的關係(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.侯恰如(2003)。由考試文化的角度分析我國學生在TIMSS 1999的答題表現―生命科學部份，臺北市。  延伸查詢new window
7.侯怡如(2003)。由考試文化的角度分析我國學生在TIMSS1999的答題表現--生命科學部分。國立臺灣師範大學，臺北市。  延伸查詢new window
圖書
1.Bray, M.(1999)。The shadow education system: Private tutoring and its implications for planners。Paris：International Institute for Educational Planning, UNESCO。  new window
2.溫福星(2006)。階層線性模式：理論、方法與應用。臺北市：雙葉書廊有限公司。  延伸查詢new window
3.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
其他
1.臺灣教育長期追蹤資料庫(2004)。學生的課後輔導、補習與家教情況調查，http://www.teps.sinica.edu.tw/TEPSNews/TEPS~News_015.pdf， 20080401。  延伸查詢new window
2.教育部(2004)。補習及進修教育法，http://law.moj.gov.tw/Scripts/Query4A.asp?FullDoc=all&Fcode=H0080002， 20091217。  new window
3.大學考試入學分發委員會(2005)。九十四學年度大學考試分發入學學測檢定標準暨指科採計及加權統計表，http://www.uac.edu.tw/94data/94_14.pdf， 20080401。  延伸查詢new window
圖書論文
1.Schiefele, U.、Krapp, A.、Winteler, A.(1992)。Interest as a predictor of academic achievement: A meta-analysis of research。The role of interest in learning and development。Erlbaum。  new window
 
 
 
 
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