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研究生:曾平貴
研究生(外文):TZENG PYNG-GUEY
論文名稱:家庭資源與學業成就之關連性研究
論文名稱(外文):A Study of the Relationship between Family’s Resources and Academic Achievement
指導教授:林桂綉林桂綉引用關係
學位類別:碩士
校院名稱:國立臺北大學
系所名稱:社會學系
學門:社會及行為科學學門
學類:社會學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:62
中文關鍵詞:親子互動教育抱負學業成就結構方程模型
外文關鍵詞:Parent-Child InteractionEducational AspirationEducational AchievementStructural Equation Model
相關次數:
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本研究主要討論家庭資源如何影響學業成就。家庭收入與父母教育程度如何透過親子互動影響教育抱負,進而影響學業成就。過去研究大多針對小樣本或單一地區進行家庭背景與學業成就的分析,本研究使用中央研究院2000年到2003年「台灣青少年研究」(The Taiwan Youth Project)的資料,樣本包含學生問卷四年的資料,及家長問卷一年的資料:使用四年的學生資料構成一個潛在變項來測量學業成就,可避免由單一指標測量所可能產生的偏誤;由學生問卷及家長問卷取得親子雙方的資料,有助於遺漏資料的填補。
研究結果顯示,家庭收入對學業成就無直接影響,需透過親子互動才會對學業成就產生影響,且家庭收入產生的間接效果小於父母教育程度對學業成就的效果。父親教育程度對學業成就亦無直接影響,但可透過親子互動與教育抱負對學業成就產生效果;母親教育程度對學業成就有直接的影響力,且透過親子互動及教育抱負對學業成就所產生的效果較父親教育程度大,故母親教育程度對學業成就的效果大於父親教育程度。另就不同性別的子女而言,家庭背景透過親子互動對女生產生較大的效果,而女生也因此有較好的學業成就。
雖然親子互動的效果並沒有教育抱負所產生的影響大,但教育抱負也不是憑空而來的。子女雖然可能透過模仿父母而產生較高的教育抱負,但在模型中顯示,教育抱負亦受到親子互動的影響,父母透過良好的親子互動,使子女較能認同父母的教育期望,在家庭中的經濟資源及人力資源,也需透過良好的親子互動才能對學業成就產生更大的影響。
This study primarily addresses how family resources create differences in students' academic achievement. Both family income and parental education levels affect students' academic aspirations, as well as their academic achievement. The majority of existing studies use only a small sample or a single residential area as the basis for analyzing the relationship between family background and academic achievement. This study uses 2002-2003 data from the Academia Sinica's "Taiwan Youth Project". The data include four years of student questionnaires and one year of parent questionnaires, and are used as a basis for analyzing the relationship between family background and student achievement. Four years of student questionnaires constitute a latent variable that measures academic achievement while avoiding the bias of measuring academic achievement from only one year of data. Data from student and parent questionnaires help to fill in missing information.

The research reveals that since family income has no direct effect on academic achievement, parent-child interaction must be the intervening variable that affects children’s academic achievement. This indirect effect is smaller than the effect created by parents' education levels. Although fathers' level of education has no direct effect on academic achievement, fathers' education can have an impact through two intervening variables, namely parent-child interaction and children’s aspirations for academic achievement. Mothers' level of education has a direct effect on academic achievement, and the indirect effects apparent through parent-child interaction and aspirations for academic achievement are larger than the indirect effect caused by fathers' education levels, indicating that mothers' education levels have a large impact on their children’s academic achievement. In addition to the impact of mothers' and fathers' education, children’s gender differences can also result in different levels of academic achievement. Family background as transmitted through parent-child interaction has a proportionately larger effect on daughters. As a result, daughters have higher levels of academic achievement than sons.

Although parent-child interaction has a relatively small impact on children’s academic aspirations, such aspirations do not simply appear from nowhere. Children not only imitate their parents to create higher levels of academic aspiration, such aspiration may also be affected by parent-child interaction, as shown in the structural equation model. Through positive interaction with their children, parents are able to make their offspring identify with parental educational achievement. In addition to positive parent-child interaction, financial and human resources may also affect children's academic achievement.
第一章 研究動機與目的…………………………………………………………..1

第一節 研究動機……………………………………………………………..1
第二節 研究目的……………………………………………………………..4

第二章 文獻探討…………………………………………………………………..9

第一節 家庭中的社會資本…………………………………………………..9
第二節 家庭背景與學業成就………………………………………………..11
第三節 親子互動與學業成就………………………………………………..14
第四節 教育抱負與學業成就………………………………………………..17
第五節 小結…………………………………………………………………..20

第三章 研究方法…………………………………………………………………..21

第一節 研究架構……………………………………………………………..21
第二節 抽樣與資料來源……………………………………………………..23
第三節 變項定義……………………………………………………………..25

第四章 研究發現…………………………………………………………………..28

第一節 基本資料分析………………………………………………………..28
第二節 結構方程模型………………………………………………………..40

第五章 結論與建議………………………………………………………………..49

第一節 結論…………………………………………………………………..49
第二節 研究限制與後續研究建議…………………………………………..52

參考書目……………………………………………………………………………..54
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