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研究生:呂虹霖
研究生(外文):Lu, Hung-Line
論文名稱:國中學生知識信念、父母期望與學業成就之研究
論文名稱(外文):The Relationships among Epistemological Beliefs, Parents' Expectation and Academic Achievement of Junior High School Students
指導教授:黃德祥黃德祥引用關係
指導教授(外文):Huang, De-Xiang
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2004
畢業學年度:92
語文別:中文
論文頁數:285
中文關鍵詞:知識信念父母期望學業成就
外文關鍵詞:epistemological beliefsparents' expectationacademic achievement
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本研究之主要目的係在探討國中學生的知識信念、父母期望與學業成就三者間之相關。首先分析不同背景變項之學生與父母在知識信念、父母期望上的差異情形,繼而探討學生知識信念、父母期望與學業成就間的關係,並剖析學生知識信念與父母知識信念間的相關。最後,驗證本研究所建構的學生知識信念、父母期望與學業成就結構方程模式之適切性,以瞭解本研究三個主要變項間之因果關係。
本研究以台灣地區十一個縣市之1,071對國中學生及其父母為受試者,採取研究者自編之「生活經驗量表」調查學生的知識信念及其知覺的父母期望、父母的知識信念與父母期望。所得之資料以描述性統計分析、獨立樣本t檢定分析、單因子變異數分析、積差相關法、逐步多元迴歸分析、結構方程模式分析等統計方法進行處理。
本研究之主要發現如下:
一、國中學生的知識信念與父母的知識信念間呈現顯著的正相關。
二、國中女生的知識信念普遍較國中男生複雜,而國中男生在知覺父母對其未來的社會成就期望上則比女生高;此外,學生的年級愈高,父母的期望愈低。
三、學生的知識信念愈複雜者學業成就表現愈佳,其中「知識的權威性」與「學習的快速性」等層面的知識信念對國文、英文、數學等學科之學業成就具有顯著的正面預測力。
四、父母的知識信念與父母期望間具有顯著的負相關,亦即父母的知識信念愈複雜者,其對子女的期望愈高。

五、國中學生知覺到父母對其在學校的學業表現、未來的最高學歷、未來的社會成就上均有高度的期望,與父母自陳對子女期望之程度一致。
六、學生知覺的父母期望以及父母期望均與學業成就間呈現顯著的正相關。其中「在校的學業表現」與「未來的最高學歷」等期望對國文、英文、數學等學科之學業成就具有顯著的正面預測力;此外,學生知覺的父母期望與學業成就間之相關程度高於父母期望與學業成就間之相關。
七、本研究所建構之國中學生知識信念、父母期望與學業成就的結構方程模式獲得支持,並能透過其效果值有效地解釋相關變項間的關聯性。結果顯示,學生的知識信念對學業成就的影響力較父母期望高。
本研究最後根據研究發現提出各項建議,供學生本身與負擔教養責任之家長、教師,以及學校、教育行政單位與未來研究之參考。

The main purposes of this study were to explore the relationships among epistemological beliefs, parents’ expectation and academic achievement of junior high school students. First, it examined the differences of epistemological beliefs between the students and their parents in different background variables. Moreover, this study investigated the relationships among students’ epistemological beliefs, parents’ expectation and academic achievement, then explored the correlation between students’ and their parents’ epistemological beliefs. Finally, it tested the structural equation model(SEM) of students’ epistemological beliefs, parents’ expectation and academic achievement analyzed by AMOS.
The subjects were 1,071 pairs of junior high school students and their parents in 11 counties of Taiwan. They completed the Life Experiences Scales, including epistemological beliefs scale and parents’ expectation scale. The statistical methods used to analyze the data were descriptive statistics, t-test, One-way ANOVA, Pearson’s Product-moment Correlation, Stepwise Regression, and Structural Equation Modeling.
The findings of this study were summarized as follows:
1.There were significant positive correlations between junior high school students’ and their parents’ epistemological beliefs.
2.Junior high school girl students’ epistemological beliefs were generally more sophisticated than boy students. However, junior high school boy students perceived that their parents had higher expectations from their future social achievement than girl students. Besides, the higher students’ educational level was, the lower their parents’ expectation was.
3.The more sophisticated students’ epistemological beliefs were, the better their performance of academic achievement were. Among the factors of epistemological beliefs, ‘the authority of knowledge’ and ‘the speed of learning’ could significantly predict academic achievement of Chinese, English and Mathematics.
4.There were significant negative correlations between parents’ epistemological beliefs and expectation.
5.Junior high school students perceived that their parents had high expectation from their academic achievement at school, getting the highest educational degrees, and social achievement in the future.
6.There were significant positive correlations between parents’ expectation, students perceived parents’ expectation and academic achievement. Among the factors of expectation, ‘the performance of academic achievements at school’ and ‘the highest educational degrees in the future’ could significantly predict academic achievement of Chinese, English and Mathematics.
7.The theoretical model constructed in the study could explain the relationships among main variables tested by AMOS.
Finally, some suggestions for students themselves, parents, teachers, schools, and future research were proposed according to the results.

目 錄
謝詞…………………………………………………………Ⅰ
中文摘要……………………………………………………Ⅱ
英文摘要……………………………………………………Ⅳ
目錄…………………………………………………………Ⅵ
表次…………………………………………………………Ⅷ
圖次…………………………………………………………ⅩⅡ


第一章 緒論
第一節 研究動機與目的…………………………………… 1
第二節 待答問題與研究假設……………………………… 11
第三節 重要名詞詮釋……………………………………… 13
第四節 研究範圍與限制…………………………………… 15
第二章 文獻探討
第一節 知識信念之相關理論與研究……………………… 17
第二節 知識信念與學習…………………………………… 49
第三節 父母期望之相關理論與研究……………………… 61
第四節 知識信念、父母期望與學業成就關係之探討…… 77
第三章 研究方法
第一節 研究架構…………………………………………… 85
第二節 研究對象…………………………………………… 87
第三節 研究工具…………………………………………… 90
第四節 結構方程模式(SEM)…………………………… 116
第五節 研究程序……………………………………………127
第六節 資料分析……………………………………………131
第四章 研究結果與討論
第一節 不同背景變項之國中學生及其父母在知識信念
上的差異分析………………………………………135
第二節 不同背景變項之國中學生及其父母在父母期望
上的差異分析………………………………………149
第三節 國中學生知識信念、父母期望與學業成就間的
關係分析……………………………………………157
第四節 知識信念、父母期望對學業成就的預測分析……168
第五節 結構方程模式的考驗分析…………………………180
第五章 結論與建議
第一節 結論…………………………………………………210
第二節 建議…………………………………………………216
參考文獻
壹、中文部分…………………………………………………229
貳、英文部分…………………………………………………233
附錄
附錄一 「知識信念」及「父母期望」評析用問卷………254
附錄二 「知識信念」及「父母期望」預試問卷…………263
附錄三 「知識信念」及「父母期望」正式問卷…………276

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