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引文資料
題名:
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徵
書刊名:
課程與教學
作者:
楊文佳
/
張國祥
/
薛寶嫦
/
麥瑞琪
作者(外文):
Ieong, Man-kai
/
Cheung, Kwok-cheung
/
Sit, Pou-seong
/
Mak, Soi-kei
出版日期:
2014
卷期:
17:3
頁次:
頁207-229
主題關鍵詞:
學業抗逆
;
社經文化地位
;
閱讀參與
;
PISA
;
Academic resilience
;
Social economic status
;
Reading engagement
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:
33
點閱:108
不少參加PISA 2009閱讀素養測試的低社經學生被評為學業抗逆生(又稱弱勢高表現生-disadvantaged high-achiever, DHA),他們克服社經上的弱勢並取得高閱讀素養表現;同時,部分具優勢社經地位學生卻被同儕拋離,表現出與其社經不相稱的低閱讀素養表現(研究者稱之為優勢低表現生—advantaged low-achiever, ALA)。本研究透過PISA 2009樣本,旨在比較澳門DHA和ALA兩組學生與其社經地位相若者在家庭和學業背景、閱讀參與等方面的學習特徵的異同,從而提供幫助低表現生(不管是優勢或是弱勢)的閱讀指導思想和方法。邏吉斯回歸分析(logistic regression analysis)結果顯示,家庭和學業背景及閱讀參與顯著解釋了為何一名澳門15歲學生與其社經地位相若者相比有較大機會成為一名DHA,或是一名ALA。其中,性別、留級、轉校、學前教育年期、閱讀愉悅感、概括策略及理解和記憶策略,在DHA和ALA與其各自參照相同社經地位的組群中,皆為具有顯著解釋力之預測變量。
以文找文
Many students from social and economic disadvantaged homes participating in PISA 2009 were classified as academic resilient (called disadvantaged high-achiever, the DHA in the present study). They were able to beat the odds against them so as to advance in reading literacy attainment. In addition, in comparison with peers of comparable home background status, there were students from advantaged homes performing far behind standard in reading literacy performance (i.e. the advantaged low-achiever, the ALA in the present study). Drawing on data from the PISA 2009 reading literacy study, this study sought to examine the similarities and differences in the learning characteristics (i.e. family and academic background, and reading engagement variables) among the Macao students. These students were classified as DHA or ALA with reference to their disadvantaged or advantaged counterparts respectively. The results of the logistic regression analyses showed that variables like family and academic background, as well as reading engagement are able to predict whether a student of comparable disadvantaged (or advantaged) home background is more likely to be classified as DHA (or ALA) or not. Specifically, gender, grade repetition, school transfer, years of kindergarten attendance, enjoyment of reading activities, meta-cognitive awareness of summarizing strategy, as well as meta-cognitive awareness of understanding and remembering strategies, are significant predicting variables explaining in what respects students are classified as DHAs or ALAs relative to the reference groups of comparable home background status. The findings are important to shed light on the principles and methods of reading instruction so as to help the low-achievers, whether advantaged or disadvantaged, to advance to higher level of academic attainment.
以文找文
期刊論文
1.
Alva, S. A.(1991)。Academic invulnerability among Mexican-American students: The importance of protective resources and appraisals。Hispanic Journal of Behavioral Science,13(1),18-34。
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。
3.
Caldas, S. J.、Bankston, C.(1997)。Effect of school population socioeconomic status on individual academic achievement。The Journal of Educational Research,90(5),269-277。
4.
Catterall, J. S.(1998)。Risk and resilience in student transitions to high school。American Journal of Education,106,302-333。
5.
Felner, R. D.、Brand. S.、DuBois, D. L.、Adan, A. M.、Mulhall, P. F.、Evans, E. G.(2008)。Socioeconomic disadvantage, proximal environmental experiences, and socio-emotional and academic adjustment in early adolescence: Investigation of a mediated effects model。Child Development,66,774-792。
6.
Gonzalez, R.、Padilla, A. M.(1997)。The academic resilience of Mexican American high school students。Hispanic Journal of Behavioral Sciences,19(3),301-317。
7.
Gullo, D. F.(2000)。The long term educational effects of half-day vs full-day kindergarten。Early Child Development and Care,160,17-24。
8.
Kumpfer, K. L.、Summerhays, J. F.(2006)。Prevention approaches to enhance resilience among high-risk youth - Comments on the papers of Dishion and。Connell and Greenberg. Resilience in Children,1094,151-163。
9.
Langenkamp, A. G.(2010)。Academic vulnerability and resilience during the transition to high school: The role of social relationships and district context。Sociology of Education,83,1-19。
10.
Lee, S.、Vandell, D. L.、Posner, J.(1999)。Risk and resilience in the urban neighborhood: Predictors of academic performance among low-income elementary school children。Merrill-Palmer Quarterly,45,309-331。
11.
Leppänen, U.、Aunola, K.、Nurmi, J. E.(2005)。Beginning reader's reading performance and reading habits。Journal of Research in Reading,28(4),383-399。
12.
Magnuson, K. A.、Ruhm, C.、Waldfogel, J.(2007)。Does prekindergarten improve school preparation and performance?。Economics of Education Review,26,33-51。
13.
Martin, A. J.、Marsh, H. W.(2008)。Academic buoyancy: Toards an understanding of students' everyday academic resilience。Journal of School Psychology,46,53-83。
14.
Martin, A. J.、Marsh, H. W.(2009)。Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs。Oxford Review of Education,35(3),353-370。
15.
Nettles, S. M.、Mucherach, W.、Jones, D. S.(2000)。Understanding resilience: The role of social resources。Journal of Education for Students Placed at Risk,5,47-60。
16.
Nota, L.、Soresi, S.、Zimmerman, B. J.(2004)。Self-regulation and academic achievement and resilience: A longitudinal study。International Journal of Educational Research,41(3),198-215。
17.
Novotny, J. S.(2011)。Academic resilience: Academic success as possible compensatory mechanism of experienced adversities and various life disadvantages。New Educational Review,23,91-101。
18.
Pressley, M.、Rankin, J.、Yokoi, L.(1996)。A survey of instructional practices of primary teachers nominated as effective in promoting literacy。The Elementary School Journal,96(4),363-384。
19.
Reyes, O.、Jason, L. A.(1993)。Pilot study examining factors associated with academic success for Hispanic high school students。Journal of Youth and Adolescence,22,57-71。
20.
Gordon Rouse, K. A.(2001)。Resilient students' goals and motivation。Journal of Adolescence,24,461-472。
21.
Schelble, J. L.、Franks, B. A.、Miller, M. D.(2010)。Emotion dysregulation and academic resilience in maltreated children。Child Youth Care Forum,39,289-303。
22.
Tiet, Q.、Huizinga, D.(2002)。Dimensions of the construct of resilience and adaptation among inner-city youth。Journal of Adolescent Research,17,260-276。
23.
Walpole, M.(2003)。Socioeconomic status and college: How SES affects college experiences and outcomes。The Review of Higher Education,27,45-73。
24.
Waxman, H. C.、Huang, S. Y. L.(1996)。Motivation and learning environment differences in inner-city middle school students。The Journal of Educational Research,90,93-102。
25.
Sirin, S. R.(2005)。Socioeconomic status and academic achievement: A meta-analysis review of research。Review of Educational Research,75(3),417-453。
26.
Rutter, Michael(1987)。Psychosocial Resilience And Protective Mechanisms。American Journal of Orthopsychiatry,57(3),316-331。
27.
White, K. R.(1982)。The relation between socioeconomic status and academic achievement。Psychological Bulletin,91(3),461-481。
28.
Garmezy, N.、Masten, A. S.、Tellegen, A.(1984)。The study of stress and competence in children: A building block for developmental psychopathology。Child Development,55(1),97-111。
29.
張新仁(20060600)。學習策略的知識管理。教育研究與發展期刊,2(2),19-42。
延伸查詢
30.
Lau, Kit-ling、Chan, David W.(2003)。Reading strategy use and motivation among Chinese good and poor readers in Hong Kong。Journal of Research in Reading,26(2),177-190。
31.
Brozo, W. G.、Shiel, G.、Topping, K.(2008)。Engagement in reading: Lessons learned from three PISA countries。Journal of Adolescent & Adult Literacy,51(4),304-315。
32.
Cappella, E.、Weinstein, R. S.(2001)。Turning around reading achievement: Predictors of high school students' academic resilience。Journal of Educational Psychology,93,758-771。
學位論文
1.
麥瑞琪(2013)。澳門十五歲學生閱讀素養的性別差異解釋:閱讀參與的中介效應(博士論文)。澳門大學教育學院,澳門。
延伸查詢
圖書
1.
OECD(2009)。PISA Data Analysis Manual。Paris:OECD。
2.
OECD(2010)。PISA 2009 results: Overcoming social background: Equity in learning opportunities and outcomes。Paris:OECD。
3.
OECD(2010)。PISA 2009 results: Learning to learn: Student engagement, strategies and practices。Paris:OECD。
4.
OECD(2010)。PISA 2009 results: What makes a school successful? Resources, policies and practices。Paris:OECD。
5.
OECD(2011)。Against the odds: Disadvantaged students who succeed in school。Paris:OECD。
6.
Westat(2007)。Wes Var 4.3 user's guide。Rockville, MD:Westat。
7.
Kirsch, I.、de Jong, J.、Lafontaine, D.、McQueen, J.、Mendelovits, J.、Monseur, C.(2002)。Reading for change: Performance and engagement across countries: Results from PISA。Paris:OECD。
8.
Organisation for Economic Co-operation and Development(2012)。PISA 2009 technical report。Paris:OECD。
9.
Organization for Economic Cooperation and Development(2010)。PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science。Paris:Organization for Economic Cooperation and Development。
圖書論文
1.
Kumpfer, K. L.(1999)。Factors and Processes Contributing to Resilience: The Resilience Framework。Resilience and Development: Positive Life Adaptations。New York, NY:Kluwer Academic。
2.
Zimmerman, B.J.、Cleary, T. J.(2009)。Motives to self-regulate learning: A social cognitive account。Handbook of Motivation in School。New York:Taylor Francis。
3.
Anthony, E. J.(1974)。The syndrome of the psychologically invulnerable child。The child in his family: Children at psychiatric risk。John Wiley & Sons。
4.
Garmezy, N.(1974)。The study of competence in children at risk for severe psychopathology。The child in his family: Volume 3. children at psychiatry risk。Oxford, England:John Wiley & Sons。
5.
Guthrie, John T.、Wigfield, Allan(2000)。Engagement and motivation in reading。Handbook of reading research。Lawrence Erlbaum Associates, Inc.。
6.
Luthar, S. S.(2006)。Resilience in development: A synthesis of research across five decades。Developmental psychopathology, Vol. 3: Risk, disorder, and adaptation。John Wiley & Sons。
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