臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：班級脈絡、文化資本、學習動機、課後補習與英語學習成就之多層次分析
書刊名：臺北市立大學學報. 教育類
作者：張芳全 引用關係
作者(外文)：Chang, Fang-chung
出版日期：2019
卷期：50:1
頁次：頁1-24
主題關鍵詞：文化資本；多層次分析；英語教學；學習成就；學習動機；Cultural capital；Hierarchical linear modeling；English teaching；Academic achievement；Learning motivation
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(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:132
  • 點閱點閱:129
班級組成對學生英文學習表現的影響是一個重要的議題。本研究以一所國中的班級來瞭解班級脈絡對英語學習成就的影響。本研究將資料結構區分為班級與學生層因素，以「國民中學學生學習追蹤調查資料庫」中的一所國中之19個班級，共550名學生為對象。接著透過階層線性模式分析學生英語學習成就因素，獲得以下結論：（1）班際之間的差異性，在解釋英語學習成就的效應不可忽略；（2）學生層的補習時間與文化資本對英語學習成就有明顯影響；而學生層的英語學習動機對英語學習成就具有最大的提升效果；（3）班級層的英語教學方法多元化對英語學習成就有提升效果，自律學習則否；（4）英語教學方法多元化與英語學習動機、補習英文時間、文化資本對英語學習成就具有調節效果。
The class composed of student impacted on students' English achievement that is a crucial research topic. Our study employed junior higher school students to study the context of class impacted on students' English achievement. This data was taken from the result of ＂Long-term Follow-up Survey Database of Junior High School Students Learning＂. It investigated the effects of both the class level and the student level factors on the students' English achievement. By using the questionnaire collected data that 550 students of 19 classes. Hierarchical Linear Modeling (HLM) has been applied in educational research to analyze the influences of various levels of factors on English achievement. The results were as below: (1) The differences among class, important in predicting students' English achievement are not negligible factors. (2) Among the student level factors, time spent on studying English in supplementary school lessons, and family cultural capital have significant effects on English achievement. Besides, in terms of the student level factors, English learning motivation have positive mostly effects on English achievement. (3) The variety of teaching methods as a class-level factor positively influences English achievement, however, self-regulated was not. (4) The variety of teaching methods together with English learning motivation, time spent on studying English in supplementary school lessons, family cultural capital had positive moderating effects on English achievement.
期刊論文
1.Cheung, S. Y.、Andersen, R.(2003)。Time to read: Family resources and educational outcomes in Britain。Journal of Comparative Family Studies，34(3)，413-433。  new window
2.Akyüz, G.、Berberoğlu, Giray(2010)。Teacher and classroom characteristics and their relations to mathematics achievement of the students in the TIMSS。New Horizons in Education，58(1)，77-95。  new window
3.Simpson, S. M.、Licht, B. G.、Wagner, R. K.、Stader, S. R.(1996)。Organization of children's academic ability-related self-perceptions。Journal of Educational Psychology，88(3)，387-396。  new window
4.Ramdass, D.、Zimmerman, B. J.(2011)。Developing self-regulation skills: The important role of homework。Journal of Advanced Academics，22(2)，194-218。  new window
5.Zan, R.、Brown, L.、Evans, J.、Hannula, M. S.(2006)。Affect in mathematics education: An introduction。Educational studies in mathematics，63(2)，113-121。  new window
6.Masten, A. S.、Hubbard, J. J.、Gest, S. D.、Tellegen, A.、Garmezy, N.、Ramirez, M.(1999)。Competence in the Context of Adversity: Pathways to Resilience and Maladaptation from Childhood to Late Adolescence。Development and Psychopathology，11(1)，143-169。  new window
7.Fry, P. S.、Coe, K. J.(1980)。Interaction among dimensions of academic motivation and classroom social climate: A study of the perceptions of junior high and high school pupils。British Journal of Educational Psychology，50(1)，33-42。  new window
8.Telia, A.(2007)。The impact of motivation on student's academic achievement and learning outcomes in mathematics among secondary school students in Nigeria。Eurasia Journal of Mathematics, Science & Technology Education，3(2)，149-156。  new window
9.Marshall, H. H.、Weinstein, R. S.(1984)。Classroom factors affecting students' self-evaluations: An interactional model。Review of Educational Research，54(3)，301-325。  new window
10.林俊瑩、陳成宏、黃章健(20140600)。班級族群組成與學生心理幸福。教育研究與發展期刊，10(2)，61-86。new window  延伸查詢new window
11.Hoy, W. K.、Tarter, C. J.、Hoy, A. Woolfolk(2006)。Academic optimism of schools: a force for student achievement。American Educational Research Journal，43(3)，425-446。  new window
12.House, J. D.(2000)。Academic background and self-beliefs as predictors of student grade performance in science, engineering, and mathematics。International Journal of Instructional Media，27(2)，207-220。  new window
13.Wang, Ming-Te、Eccles, J. S.(2013)。School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective。Learning and Instruction，28，12-23。  new window
14.Barth, J. M.、Dunlap, S. T.、Dane, H.、Lochman, J. E.、Wells, K. C.(2004)。Classroom environment influences on aggression, peer relations, and academic focus。Journal of School Psychology，42(2)，115-133。  new window
15.Schunk, D. H.(1984)。Self-efficacy perspective on achievement behavior。Educational Psychologist，19(1)，48-58。  new window
16.Gardner, R. C.(1988)。The socio‐educational model of second‐language learning: Assumptions, findings, and issues。Language Learning，38(1)，101-126。  new window
17.Ma, X.、Xu, J.(2004)。The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis。Journal of Adolescence，27(2)，165-179。  new window
18.Kreft, I. G. G.、de Leeuw, J.、Aiken. L. S.(1995)。The Effect of Different Forms of Centering in Hierarchical Linear Models。Multivariate Behavioral Research，30(1)，1-22。  new window
19.蕭佳純(20110800)。TEPS資料庫中學業成就與相關影響因素之縱貫性研究。教育政策論壇，14(3)=39，119-154。new window  延伸查詢new window
20.De Graaf, Paul M.(1986)。The impact of financial and cultural resources on educational attainment in the Netherlands。Sociology of Education，59(4)，237-246。  new window
21.Gottfried, Adele E.(1990)。Academic intrinsic motivation in young elementary school children。Journal of Educational Psychology，82(3)，525-538。  new window
22.Ryan, R. M.、Grolnick, W. S.(1986)。Origins and Pawns in the Classroom: Self-report and Projective Assessments of Individual Differences in Children's Perceptions。Journal of Personality and Social Psychology，50(3)，550-558。  new window
23.Ryan, R. M.(1982)。Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory。Journal of Personality and Social Psychology，43(3)，450-461。  new window
24.張芳全(20091200)。家長教育程度與科學成就之關係：文化資本、補習時間與學習興趣為中介的分析。教育研究與發展期刊，5(4)，39-76。new window  延伸查詢new window
25.Nicholls, J. G.、Patashnick, M.、Nolen, S. B.(1985)。Adolescent's theories of education。Journal of Educational Psychology，77，683-692。  new window
26.Dee, T. S.(2006)。The why chromosome: How a teacher's gender affects boys and girls。Education Next，6(4)，68-75。  new window
27.Bronfenbrenner, U.(1986)。Ecology of the Family as a Context for Human Development: Research Perspectives。Developmental Psychology，22(6)，723-742。  new window
28.Harker, Richard、Tymms, Peter(2004)。The Effects of Student Composition on School Outcomes。School Effectiveness and School Improvement，15(2)，177-199。  new window
29.Van de Grift, W. J. C. M.、Houtveen, A. A. M.(2006)。Underperformance in primary schools。School Effectiveness and School Improvement，17(3)，255-273。  new window
30.Teachman, Jay D.(1987)。Family Background, Educational Resources, and Educational Attainment。American Sociological Review，52(4)，548-557。  new window
31.白華枝、張麗君、蕭佳純(20150300)。影響幼兒語言能力之語文環境之跨層次分析--以家庭及教室語文環境為例。當代教育研究季刊，23(1)，1-35。new window  延伸查詢new window
32.Trickett, E.、Moos, R.(1974)。Personal correlates of contrasting environments: Student satisfactions in high school classrooms。American Journal of Community Psychology，2，1-12。  new window
33.Tucker, C. M.、Zayco, R. A.、Herman, K. C.、Reinke, W. M.、Trujillo, M.、Carraway, K.、Wallack, C.、Ivery, P. D.(2002)。Teacher and child variables as predictors of academic engagement among low-income African American children。Psychology in the Schools，39(4)，477-488。  new window
34.張芳全、張秀穗(20161100)。基隆市新移民子女就讀國中之英語學習成就因素探究。教育與多元文化研究，14，123-155。new window  延伸查詢new window
35.Awan, R-U-N.、Noureen, G.、Naz, A.(2011)。A study of relationship between achievement motivation, self concept and achievement in English and mathematics at secondary level。International Education Studies，4(3)，72-79。  new window
36.Kozaki, Y.、Ross, S. J.(2011)。Contextual dynamics in foreign language learning motivation。Language Learning，61(4)，1328-1354。  new window
37.Schreiber, J. B.(2002)。Institutional and student factors and their influence on advanced mathematics achievement。Journal of Educational Research，95(5)，274-286。  new window
38.Grootenboer, P.、Hemmings, B.(2007)。Mathematics performance and the role played by affective and background factors。Mathematics Education Research Journal，19(3)，3-20。  new window
39.Thien, L. M.、Darmawan, I. G. N.、Ong, M. Y.(2015)。Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand: what can PISA 2012 data tell us?。Large-scale Assessments in Education，3(3)，1-17。  new window
40.Lüdtke, O.、Robitzsch, A.、Trautwein, U.、Kunter, M.(2009)。Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling。Contemporary Educational Psychology，34(2)，120-131。  new window
41.Burke, M. A.、Sass, T. R.(2013)。Classroom peer effects and student achievement。Journal of Labor Economics，31(1)，51-82。  new window
42.張芳全(20180500)。國中生英語學習成就之多層次模型分析。教育與多元文化研究，17，1-40。new window  延伸查詢new window
43.Brookhart, S. M.(1997)。A theoretical framework for the role of classroom assessment in motivating student effort and achievement。Applied Measurement in Education，10(2)，161-180。  new window
44.Güvendir, E.(2015)。A multi-level simultaneous analysis of how student and school characteristics are related to students' English language achievement。Education Research and Perspectives，42，491-527。  new window
45.Hanushek, E. A.、Kain, J. F.、Markman, J. M.、Rivkin, S. G.(2003)。Does peer ability affects student achievement?。Journal of Applied Econometrics，18，527-544。  new window
46.Hutchison, D.(2007)。When is a compositional effect not a compositional effect?。Quality & Quantity，41，219-232。  new window
47.Kim, C. M.、Park, S. W.、Cozart, J.(2014)。Affective and motivational factors of learning in online mathematics courses。British Journal of Educational Technology，45(1)，171-185。  new window
48.Lüdtke, O.、Köllerb, O.、Marsh, H. W.、Trautwein, U.(2005)。Teacher frame of reference and the big-fish-littlepond effect。Contemporary Educational Psychology，30，263-285。  new window
49.Milne, A.、Plourde, L.(2006)。Factors of a low-SES household: What aids academic achievement?。Journal of Instructional Psychology，33，183-193。  new window
50.Nagengast, B.、Marsh, H. W.(2011)。The negative effect of school-average ability on science self-concept in the UK, the UK countries and the world: The BigFish-Little-Pond-Effect for PISA 2006。Educational Psychology，31，629-656。  new window
51.Rjosk, C.、Richter, D.、Hochweber, J.、Lüdtke, O.、Stanat, P.(2015)。Classroom composition and language minority students' motivation in language lessons。Journal of Educational Psychology，107(4)，1171-1185。  new window
52.Ryan, R. M.、Deci, E. L.(2000)。Selfdetermination theory and the facilitation of intrinsic motivation, social development, and well-being。American Psychologist，55(1)，68-78。  new window
53.Şahin, M. G.、Öztürk, N. B.(2018)。How classroom assessment affects science and mathematics achievement?: Findings from TIMSS 2015。International Electronic Journal of Elementary Education，10(5)，559-569。  new window
54.Shaljan, A.、Freeman, J. G.、Klinger, D. A.(2011)。Influence of motivation, selfbeliefs, and instructional practices on science achievement of adolescents in Canada。Social Psychology of Education: An International Journal，14，233-259。  new window
55.Skibbe, L. E.、Phillips, B. M.、Day, S. L.、Brophy-Herb, H. E.、Connor, C. M.(2012)。Children's early literacy growth in relation to classmates' self-regulation。Journal of Educational Psychology，104，541-553。  new window
56.Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。  new window
57.Elliot, A. J.、McGregor, H. A.(2001)。A 2×2 achievement goal framework。Journal of Personality and Social Psychology，80(3)，501-519。  new window
58.Gardner, R. C.、Tremblay, P. F.、Masgoret, Anne-Marie(1997)。Towards a full model of second language learning: An empirical investigation。The Modern Language Journal，81(3)，344-362。  new window
59.Bandura, Albert(1982)。Self-Efficacy Mechanism in Human Agency。American Psychologist，37(2)，122-147。  new window
60.林慧敏、黃毅志(20090900)。原漢族群、補習教育與學業成績關聯之研究--以臺東地區國中二年級生為例。當代教育研究季刊，17(3)，41-81。new window  延伸查詢new window
61.余民寧、韓珮華(20090300)。教學方式對數學學習興趣與數學成就之影響：以TIMSS 2003臺灣資料為例。測驗學刊，56(1)，19-48。new window  延伸查詢new window
研究報告
1.張芳全(2013)。新移民族群學生科學與數學學習的教育長期追蹤資料庫之建置：國民中學階段新移民族群學生科學與數學學習的長期追蹤調查 (計畫編號：NSC99-2511-S-152-008-MY3)。國立臺北教育大學教育經營與管理學系。  延伸查詢new window
學位論文
1.Chow, T. C. F.(2011)。Students' difficulties, conceptions and attitudes towards learning algebra: An intervention study to improve teaching and learning(博士論文)。Curtin University，Perth。  new window
圖書
1.Hattie, J. A. C.(2009)。Visible learning: A synthesis of over 800 meta-analyses relating to achievement。Routledge。  new window
2.張芳全(2010)。多層次模型在學習成就之研究。臺北市：心理出版社。  延伸查詢new window
3.McClelland, D. C.(1985)。Human motivation。Scott, Foresman。  new window
4.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
5.Raudenbush, Stephen W.、Bryk, Anthony S.(2002)。Hierarchical Linear Models: Applications and Data Analysis Methods。Thousand Oaks, CA：Sage Press。  new window
6.Cohen, Jacob E.(1988)。Statistical Power Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates。  new window
圖書論文
1.Bourdieu, Pierre(1977)。Cultural Reproduction and Social Reproduction。Power and Ideology in Education。New York, NY：Oxford University Press。  new window
2.Covington, M. V.(1984)。The motive for self-worth。Research on motivation in education: Student motivation。Academic Press。  new window
3.Weiner, Bernard(1986)。Attribution, emotion, and action。Handbook of Motivation and Cognition: Foundations of Social Behavior。Gelford Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：957（臺灣：933，外國：24） ／ 本年度總使用人次：1614293 ／ 訪客人次（自102年09月）：67425295
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上