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研究生:蔡毓智
研究生(外文):Tsai, Yuh Jyh
論文名稱:台灣地區國中生家庭教育資源結構之探究及其與學業表現之關連
指導教授:林佳瑩林佳瑩引用關係
學位類別:博士
校院名稱:國立政治大學
系所名稱:社會學研究所
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:2008
畢業學年度:96
語文別:中文
論文頁數:350
中文關鍵詞:家庭教育資源結構分析學業表現類型學方法論
外文關鍵詞:family educational resourcesstructure analysisTEPSacademic achievementtypology methodology
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本研究採用台灣教育長期追蹤資料庫(TEPS)的調查結果,對當前台灣地區國中生家庭教育資源組成結構進行次級資料分析,並探討家庭教育資源與學生學業表現之間的關連性。本研究目的在對家庭教育資源概念提出一探索性概念模型,並經由結構分析的方式,探討家庭教育資源的組成面向之內部結構組成。經由類型學的分析方法,本研究企圖區分出家庭教育資源弱勢與優勢的不同類型,並進行不同類型之間與學業表現的比較。結果發現家庭教育資源的弱勢類型與優勢類型彼此之間的在學業表現上的確存有明顯差異。因此分析結果也驗證了本研究所提出之模型架構與學業表現之間的關連性。
本研究將家庭教育資源區分為經濟性資源與非經濟性資源等二個理論面向,進一步將經濟性資源區分為顯性經濟資源與隱性經濟資源等二個次要面向;而非經濟性資源區分為家庭組成型態、家庭成員互動、家長教育參與、以及家長教育職業等四個次面向。本研究在方法論上採取近似性結構分析方法對各個不同次面向的組成結構進行資源結構近似性之分析。透過結構近似性分析本研究發現不同的家庭教育資源之內部組成結構的確存在某些近似性類型。同時研究探討不同家庭教育資源結構組成類型與學業表現之間的關連性,茲將研究發現摘要如下:
一、家庭居住安排的不同類型中,家長是否缺位為最重要的居住安排類型;且家長是否缺位與學業表現有明顯的關連性存在。同時家庭子女數太多對學業表現也有不利影響。
二、家庭成員互動與學業表現有密切的關係,尤其是家長採取的不同管教方式與學業表現有關;同時親子之間不同的衝突型式所代表的資源性意義並不相同。
三、家長不同的教育參與對子女學業表現影響有所不同,家長在家庭內的教育參與行為與子女的學業表現有關;家長對子女的教育期望與子女的學業表現有明顯的關連;而家長對學校活動的參與在本研究中並未發現與子女學業表現有明顯相關。
四、家長教育職業背景與子女學業表現有明顯關係,低教育職業背景對子女有不利的影響;而高教育職業背景與學業表現有正面關連性存在。
五、家庭經濟資源,不管是顯性或隱性資源,與學生學業表現有明顯關連性存在。家庭經濟情況較佳者,家庭投入較多的資源提供子女學習各種課外活動者對學業表現有較為正面向影響;而家庭經濟情況較差者與從未參加過任何課外學習活動者學業表現較差。
綜言之,本研究發現缺位型家庭、手足人數較多、家長採取較為忽略消極型的管教、親子之間發生外向性衝突、家長低教育職業背景、家庭經濟情況較差、以及家庭從未投入任何課外活動學習資源的學生為弱勢類型的學生;反之,完整型家庭、手足人數較少、家長採取較為積極關心管教、家長關心子女的學業及生活、家長教育職業背景較高、家庭經濟情況較佳、以及持續提供資源供給子女學習課外活動者為相對優勢的類型。同時,弱勢與優勢類型相較,前者明顯對學業表現有不利的影響。根據研究結論建議,相關的教育工作政策制定者及執行者,以及研究者應該投入更多的資源對家庭教育資源弱勢類型的學生進行補救及輔導,以達成社會正義的目標。
除了發現家庭教育資源與學業表現之間的關連性外,本研究在方法論上也突破先前研究對於資料測量層次造成的限制,嘗試經由近似性結構分析的方法,對類別性的資料進行類型學的分析,從而擴大了不同的資料分析方法及概念建構的可行性。
This study analyzes the constitution structure of family educational resources of Taiwan arena Junior High School students and its connection with academic achievement of students. The secondary data is adapted from Taiwan Education Panel Survey (TEPS). The goal of this study is to propose an explorative conceptual framework of family educational resources, and investigate the internal constitution structure of its different constitutional dimensions. This study tries to distinguish the relative advantage and disadvantage types of family educational resources by typology method and make a comparison on academic achievement between these different types. The results show that there are significant differences between the advantage and disadvantage types on academic achievement. Accordingly, the results support our proposed model and its connection with academic achievement of students.
This study divide family educational resources into two different theoretical dimensions: economic and non-economic resources and subdivide the economic resources into two sub-dimensions of apparent and unapparent resources; subdivide the non-economic resources into four sub-dimensions of family constitution structure, family member interaction, parents involvement, and parents’ education and occupation.
The methodology of this study is to analyze the constitutional structures of these sub-dimensions by proximities structure analysis. The results show that there are similarities structure patterns within the constitutional structures of family educational resources. Meanwhile, the results show that there are connections between the different types of family educational resources and academic achievement. Author summarizes the findings as follows:
1. The different types of residential arrangements, the absence of parents is a very crucial type and is very obviously connection with academic achievement. The number of siblings is also crucial to academic achievement.
2. Family members’ interaction is crucial to academic achievement; especially the discipline styles of parents are influential to achievement of their children; meanwhile, the different conflict types of parents and children are very different resources meanings per se.
3. The different educational involvement behaviors are influential to children’s academic achievement, but it depends on the types of behaviors. Parents’ educational involvements within family are influential to children’s achievement; parents’ education expectations to their children are influential to their children; parents’ involvements with school are not found significant connections with academic achievement.
4. The education and occupation backgrounds of parents are found to be a very crucial factor to their children’s achievement, low level background is negative to achievement, and high level background is positive to achievement.
5. Family economic resources whichever apparent or unapparent are crucial to children’s achievement. Those who are richer and invest more resources on extraclass learning are found positive correlation with achievement; those who are poorer and never invest any resources on extraclass learning are found negative correlation with achievement.
To summarize, our research found that those who are parent absence, the number of siblings are more than three, parent’s discipline style is negative and ignored, extrovertive conflict between parents and children, low level of parents’ education and occupation background, the poor and the family never invest any resources on extraclass learning are the disadvantage type; in contrast, those who are parent are not absence, the number of siblings are less than two, parent’s discipline style are positive and concerned, parents concern about children’s learning, high level of parents education and occupation background, the richer and invest more on extraclass learning are advantage type. The two different types of family educational resources are different on academic achievement. The performances on academic achievement of the advantages are better than the disadvantages. For the ultimate goal of social justices, results suggest that the educational policy makers, the teachers and researchers should invest more resources on the disadvantages.
In additions, this study penetrates the limitations of data measurement level which distract earlier researchers. By proximities structures analysis method, we analyze the categorical data with typology methodology, and enlarge the landscape of secondary data analysis and possibilities of construction of conceptual frameworks.
第一章 緒論
第一節 研究動機------------------------------ ------------------------------------------------1
第二節 研究目的-------------------------------------------------------------------------------11
第三節 研究使用概念-------------------------------------------------------------------------16
第四節 研究分析進路-------------------------------------------------------------------------20
第二章 家庭教育資源相關理論及研究----------------------------------------------------25
第一節 家庭系統理論介紹-------------------------------------------------------------------25
第二節 家庭經濟資源與學業表現----------------------------------------------------------32
第三節 家庭結構與學業表現----------------------------------------------------------------35
第四節 家庭背景與學業表現----------------------------------------------------------------42
第五節 學習資本理論與學業表現----------------------------------------------------------47
第三章 方法與架構----------------------------------------------------------------------------61
第一節 分析方法論----------------------------------------------------------------------------61
第二節 分析架構-------------------------------------------------------------------------------70
第三節 資料來源及使用----------------------------------------------------------------------75
第四節 分析方法-------------------------------------------------------------------------------79
第五節 分析模型定義-------------------------------------------------------------------------86
第四章 家庭教育資源結構分析結果-------------------------------------------------------93
第一節 家庭組成型態結構分析-------------------------------------------------------------93
第二節 家庭成員互動結構分析------------------------------------------------------------110
第三節 家長對子女的教育參與結構分析------------------------------------------------141
第四節 家長教育及職業結構分析---------------------------------------------------------156
第五節 家庭經濟資源結構分析------------------------------------------------------------170
第五章 家庭教育資源與學業表現關連性之探討---------------------------------------192
第一節 家庭非經濟性教育資源與學業表現之關連------------------------------------194
第二節 家庭經濟性情教育資源與學業表現之關連------------------------------------211
第三節 家庭教育資源與學業表現之關連------------------------------------------------217
第四節 城鄉差距及家庭教育資源與學業表現之關連---------------------------------227
第六章 研究發現與討論---------------------------------------------------------------------241
第一節 結構分析結果討論------------------------------------------------------------------241
第二節 家庭教育資源因素對學業表現之效果------------------------------------------264
第三節 研究貢獻與限制---------------------------------------------------------------------274
第七章 結論與建議---------------------------------------------------------------------------289
第一節 研究結論------------------------------------------------------------------------------289
第二節 研究結果之啟發---------------------------------------------------------------------295
第三節 實務建議------------------------------------------------------------------------------306
參考文獻------------------------------------------------------------------------------------------------312
附錄一、結構分析與潛在模型比較---------------------------------------------------------------326
附錄二、研究使用資料之問卷部份節錄---------------------------------------------------------331
附錄三、研究描述統計------------------------------------------------------------------------------336
附錄四、家庭教育資源近似性矩陣---------------------------------------------------------------338


圖 目次
圖1-1:家庭教資源結構分析及其對學業表現的影響概念圖----------------------------------22
圖2-1:家庭系統與教育資源轉換概念圖----------------------------------------------------------30
圖2- 2:社經背景透過各項學習資本影響教育成就的中介機制-------------------------------47
圖3- 1:家庭教育資源結構分析概念架構圖-------------------------------------------------------70
圖3- 2:家庭教育資源結構分析及其與學業表現關連分析架構圖----------------------------71
圖3- 3:集群分析概念圖------------------------------------------------------------------------------81
圖3- 4:變項類似性距離關係圖----------------------------------------------------------------------84
圖3- 5:stress值與空間座標關係--------------------------------------------------------------------91
圖4- 1:家庭居住安排關係MDS圖-----------------------------------------------------------------101
圖4- 2:親子常見衝突原因及解決方式集群分析圖-------------------------------------------121
圖4- 3:親子常見衝突原因及解決方式MDS圖-------------------------------------------------122
圖4- 4:家長管教類型及對子女行為表現反應方式集群分析圖-----------------------------126
圖4- 5:家長管教類型與行為反應類型MDS圖--------------------------------------------------128
圖4- 6:親子溝通行為模式近似性MDS圖--------------------------------------------------------129
圖4- 7:手足不同互動型式集群分析圖-----------------------------------------------------------130
圖4- 8:家長教育參與行為集群分析圖--------------------- --------------------------------------149
圖4- 9:家人教育參與行為MDS圖----------------------------------------------------------------149
圖4- 10 家長教育程度及職業類別集群分析圖-------------------------------------------------163
圖4- 11:家長教育程度與職業類別MDS圖-----------------------------------------------------164
圖4- 12:補習費用支出與才藝學習費用支出集群分析圖-------------------------------------181
圖4- 13:補習費用支出與才藝學習費用支出相似性MDS圖--------------------------------181
圖4- 14:受訪者之家庭經濟狀況集群分析圖----------------------------------------------------183
圖4- 15:受訪者之家庭經情況MDS圖-----------------------------------------------------------183
圖4- 16:隱性經濟性資源集群分析圖-----------------------------------------------------------185
圖4- 17:隱性經濟性資源MDS圖-----------------------------------------------------------------185
圖5- 1:家庭教育資源對學業表現影響關係模式圖-------------------------------------------192
附圖1:潛在模型概念圖------------------------------------------------------------------------------326
附圖2:聚集模型概念圖----------------------------------------------------------------------------327
附圖3:家庭教育資源概念特性模型建構概念圖 -------------------------------------------------------328

表 目次
表3-1:多面向概念模型建構分類表---------------------------------------------------------------68
表3- 2:TEPS 抽樣學校數與實際完訪樣本數量說明表--------------------------------------76
表3- 3:家庭教育資源結構成理論面向及內容表-----------------------------------------------78
表3- 4:二分變項之反應同異區分表--------------------------------------------------------------88
表4- 1:學生家庭同住成員居住情況--------------------------------------------------------------94
表4- 2:受訪者學期中之居住類型-----------------------------------------------------------------95
表4- 3:受訪者家中手足總人數表-----------------------------------------------------------------95
表4- 4:受訪者居住安排組成元素近似性結構矩陣--------------------------------------------100
表4- 5:受訪者不同居住安排關係類型表--------------------------------------------------------101
表4- 6:居住安排基本構成要素與學業表現差異表--------------------------------------------103
表4- 7:居住安排基本構成要素不同類型雪菲式事後比較表--------------------------------103
表4- 8:居住安排之基本類型與擴展類型與學業表現差異表--------------------------------105
表4- 9:居住安排基本類型與擴展類型學生學業表現雪菲式事後比較表-----------------105
表4- 10:居住安排基本類型與非血緣居住類型與學業表現差異表-------------------------107
表4- 11:基本類型與非血緣類型居住安排雪菲式事後比較表-------------------------------107
表4- 12:親子常見衝突原因次數分配表----------------------------------------------------------111
表4- 13:家庭衝突解決方式-------------------------------------------------------------------------112
表4- 14:家長對於子女行為表現之反應方式----------------------------------------------------114
表4- 15:父母親與子女的溝通情況----------------------------------------------------------------115
表4- 16:手足不同互動關係次數分配表 --------------------------------------------------------117
表4- 17:母子衝突原因及解決方式近似性矩陣-------------------------------------------------119
表4- 18:父子衝突原因及解決方式近似性矩陣-------------------------------------------------120
表4- 19:親子衝突及解決方式類型區分表-------------------------------------------------------123
表4- 20:家長管教方式及管教類型近似性結構矩陣-------------------------------------------125
表4- 21:親子之間的溝通行為模式近似性矩陣-------------------------------------------------129
表4- 22:手足不同互動類型近似性矩陣----------------------------------------------------------130
表4- 23:親子之間不同衝突類型及解決原因差異學業表現變異數比較表----------------134
表4- 24:家長不同管教、行為反應類型及管教類型學業表現差異比較表---------------136
表4- 25:家長和子女不同的溝通類型學業表現差異比較表---------------------------------137
表4- 26:手足不同互動類型與學業表現差異比較表------------------------------------------138
表4- 27:家長對子女的學習活動參與情況次數分配表---------------------------------------142
表4- 28:家裡教功課次數分配表------------------------------------------------------------------143
表4- 29:家長對子女教育程度之期望------------------------------------------------------------144
表4- 30:家長與學校溝通聯繫頻率---------------------------------------------------------------145
表4- 31:家長教育參與活動近似性結構矩陣---------------------------------------------------148
表4- 32:家長不同家內參與程度學業表現差異比較表---------------------------------------151
表4- 33:家長學校活動參與程度與學業表現差異比較表------------------------------------152
表4- 34:家長與學校不同溝通聯繫程度與學業表現差異比較表---------------------------153
表4- 35:家長從來沒有與經常會與學校溝通聯繫者與學業表現差異比較表------------153
表4- 36:家長對子女不同教育程度期望與子女學業表現差異表---------------------------154
表4- 37:家長教育程度次數分配表---------------------------------------------------------------156
表4- 38:父親及母親職業類別表------------------------------------------------------------------158
表4- 39:填答問卷之家長職業類別表------------------------------------------------------------158
表4- 40:家長教育程度與職業類別近似性矩陣------------------------------------------------160
表4- 41:家長教育程度及職業類別交叉類別表------------------------------------------------165
表4- 42:家長教育程度及職業類別交叉表------------------------------------------------------166
表4- 43:家長不同教育程度及職業類別與子女學業表現差異比較表---------------------167
表4- 44:家長不同教育程度及職業類別與子女學業表現差異比較表---------------------168
表4- 45:受訪者顯性經濟資源次數分配表------------------------------------------------------175
表4- 46:受訪者隱性經濟資源次數分配表------------------------------------------------------175
表4- 47:家庭課外學習活動支出近似性矩陣---------------------------------------------------178
表4- 48:家庭經濟情況主客觀因素近似性矩陣------------------------------------------------178
表4- 49:學生參加之課外學習活動近似性矩陣------------------------------------------------180
表4- 50:隱性經濟性資源指標類型表------------------------------------------------------------184
表4- 51:家庭隱性經濟性資源投入累積類型表------------------------------------------------186
表4- 52:家庭經濟情況與學業表現差異表------------------------------------------------------188
表4- 53:隱性經濟性資源累積類型與學業表現差異比較表---------------------------------189
表5- 1:本研究區分之家庭教育資源指標類型與組成-----------------------------------------193
表5- 2:家庭型態組成與學業表現關連分析結果表─模型(一) ------------------------------198
表5- 3:家庭型態及家庭成員互動與學業表現關連分析結果表─模型(二)- -------------- 200
表5- 4:家庭型態、家庭成員互動、
及家長教育參與與學業表現關連分析結果表─模型(三) -------------------------------------204
表5- 5:家庭非經濟性資源與學業表現關連分析結果表─模型(四) ------------------------208
表5- 6:家庭顯性經濟資源與學業表現關連分析結果表─模型(五) ------------------------213
表5- 7:家庭經濟性資源與學業表現關連分析結果表─模型(六) ---------------------------215
表5- 8:家庭教育資源概念模型成份指標構成表----------------------------------------------218
表5- 9:家庭教育資源與學業表現關連分析結果表─模型(七) ------------------------------223
表5- 10:家庭教育資源對學業表現之效果變異數分析結果表─模型(七) -----------------225
表5- 11:不同城鄉層級之家庭教育資源念模型指標------------------------------------------228
表5- 12:不同城鄉層級及家庭教育資源與一般能力測驗關連分析結果表---------------234
表5- 13:不同城鄉層級及家庭教育資源與數學能力測驗關連分析結果表---------------235
表5- 14:不同城鄉層級家庭教育資源對學業表現之效果變異數分析結果表-------------238
附表1:學生性別與學業表現差異比較表-------------------------------------------------------336
附表2:不同居住安排類型之學業表現描述統計表-------------------------------------------336
附表3:親子之間不同衝突解決類型學業表現描述統計表----------------------------------337
中文部份
尤淑純、蔡玉瑟,1998,〈城鄉兒童學習成就及其相關因素之比較研究〉。《台中師院學報》12:55- 101。
王良芬,2004,〈台北縣外籍配偶生活適應之探析〉。《社區發展季刊》105: 246- 257。
王舒芸、余漢儀,1999,〈奶爸難為─雙薪家庭之父職角色初探鄉〉。《婦女與兩性學刊》8:115- 149。
王釿釧,1995,〈家庭結構、家庭關係與青少年生活適應之分析研究〉。《學生輔導》36:108- 118。
王麗雲、游錦雲,2005,〈學童社經背景與暑期經驗對暑期學習成就進展影響之研究〉。《教育研究集刊》51(4):1- 41。
江民瑜,2006,〈國小學生家長參與學校教育行為之影響機制探討:以高雄縣市為例〉。《臺灣教育社會學研究》6(1):41- 81。
江淑琳,1999,《後離婚的家庭》。台北:韋伯文化。
吳秀照,2004,〈東南亞外籍女性配偶對於發展遲緩子女的教養與主體經驗初探─從生態系統觀點及相關研究分析〉。《社區發展季刊》105:159- 175。
巫有鎰,1999,〈影響國小學生學業成就的因果機制--以臺北市和臺東縣作比較〉。《教育研究集刊》43:213- 242。
李玉嬋,1988,〈家庭社經地位、產序與國民中小學生職業選擇態度的關係之研究〉。《教育文粹》17:179- 197。
李敦仁, & 余民寧,2005,〈社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證:以TEPS資料庫資料為例〉。《臺灣教育社會學研究》5(2):1- 47。
周美慧,2006,《從生態系統觀點探討新台灣之子的生活適應:以台中縣國小學童為例》。台中:靜宜大學青少年兒童福利學系碩士論文。
周新富,2003,〈家庭社會資本組成構面及其與學習結果之關係〉。《臺灣教育社會學研究》3(2):85- 112。
周麗端、吳明燁、唐先梅、李淑娟(編著),1999,《婚姻與家人關係》台北:空中大學。
季登斯,2001,《失控的世界: 全球化與知識經濟時代的省思》。臺北市:時報文化。
林佳瑩、蔡毓智,2006,〈台北地區小學教育資源分佈結構地位之探討─社會網絡結構地位分析之應用〉。《教育與社會研究》11:71- 106。
林俊瑩,2006,〈國小家長對子女的教育期望、參與學校教育態度及參與行為之關聯性〉。《教育政策論壇》9(1):177- 210。
林俊瑩,2007,《檢視個人與家庭因素、學校因素對學生學業成就的影響:以SEM與HLM分析我國國中教育階段機會均等及相關問題》。高雄:國立高雄師範大學教育學系博士論文。
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林義男,1993,〈國中學生家庭社經背景、父母參與及其學業成就的關係〉。《輔導學報》16:157- 212。
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柯瓊芳,2006,〈家庭的養老與育幼功能:中、日、臺與歐盟社會的比較研究〉。《國立政治大學社會學報》38:1- 24。
侯崇文,2001,〈家庭結構、家庭關係與青少年偏差行為探討〉。《應用心理研究》11:25- 43。
范信賢,1997,〈文化資本與學校教育:波狄爾觀點的探討〉。《研習資訊》14(2): 70- 78。
唐先梅,1999,〈從家務工作的本質談雙薪家庭妻家事分工〉。《應用心理研究》4: 131- 173。
孫清山, & 黃毅志,1996,〈補習教育、文化資本與教育取得〉。《台灣社會學刊》19:96- 137。
馬信行,1985,〈家庭文化背景與學業成績的關係〉。《國立政治大學學報》51:139- 165。
教育部,2008,〈各級學校概況統計表〉。Retrieve from: http://140.111.34.54/statistics
2008, 07, 04。
陳正昌,1994,《從教育機會均等觀點探討家庭、學校與國小學生學業成就之關係》。台北:國立政治大學教育學系博士論文。
陳怡靖,2004,《台灣地區高中多元入學與教育階層化關連性之研究》。高雄:國立高雄師範大學教育學系博士論文。
陳怡靖、鄭燿男,2000,〈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(人文及社會科學集刊》10(3):416- 434。
陳建志,1998,〈族群及家庭背景對學業成績之影響模式--以臺東縣原、漢學童作比較〉。《教育與心理研究》21(上):85-106。
傅安球、史莉芳,1995,《離異家庭子女心理》。台北:五南。
張苙雲,2003a,《台灣教育長期追蹤資料庫:第一波(2001)資料使用手冊【2004。02。25版】》。台北:中央研究院調查研究專題中心【管理、釋出單位】。
張苙雲,2003b,《台灣教育長期追蹤資料庫:第一波(2001)學生【公共使用版電子檔】、家長資料【公共使用版電子檔】》。台北:中央研究院調查研究專題中心【管理、釋出單位】。
張苙雲,2007,《台灣教育長期追蹤資料庫:第一波(2001)及第二波(2003)資料使用手冊【2006。07。25修定釋出】》。台北:中央研究院調查研究專題中心【管理、釋出單位】。
彭淑華,2005,〈婆家?娘家?何處是我家?女性單親家長的家庭支持系統分析〉。《社會政策與社會工作學刊》9(2):197- 262。
彭淑華,2006,〈台灣女性單親家庭生活處境之研究〉。《東吳社會工作學報》14: 25- 62。
張志堯,2003,〈雙薪家庭中階級與夫妻權力關係之探討〉。《應用心理研究》17: 187- 221。
張善楠、洪天來、張麟偉、張建盛、劉大瑋,1997,〈社區、族群、家庭因素與國小學童學業成就的關係--臺東縣四所國小的比較分析〉。《臺東師院學報》 8:27-52。
黃迺毓,1996,《影響父母教養方式之因素─生態系統理論研究》。高雄:國立高雄師範大學家政學系碩士論文。
黃雅玲,2006,〈從生態系統理論看父母對孩子創造力形成之影響〉。《教育社會學通訊》66: 25- 36。
黃毅志,2000,〈文化資本、社會網絡與階層認同、階級界限〉。《國立政治大學社會學報》30:1-42。
黃毅志, & 陳怡靖,2005,〈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。
楊肅棟,2001,〈學校、教師、家長與學生特質對原漢學業成就的影響--以臺東縣國小為例〉。《臺灣教育社會學研究》1(1):209-247。
楊瑩,1994,〈臺灣地區不同家庭背景子女受教機會差異之研究〉。《教育研究資訊》2(3:1- 22。
鄒浮安,1994,〈家庭社經地位與學業成就之關係:後設分析〉。《教育研究資訊》 2(3):38-47。
趙富年,1980,《影響國中學生適應的家庭因素》。台北:國立台灣師範大學教育學系碩士論文。
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劉慈惠,2000,〈社經地位與教養相關文獻的評析與再思〉。《新竹師院學報》13:359- 374。
蔡順良,1985,〈家庭社經地位、父母管教態度與學校環境對國中學生自我肯定及生活適應之影響研究〉。《國立台灣師範大學教育心理系教育心理學報》18: 239- 264。
蔡毓智,2008,〈社會網絡:社會學研究的新取向〉。《思與言》46(1):1-33。
鄭淵全,1997,《社經地位、能力、學校教育過程與國小學生學業成就之關係─功能典範與衝突典範之探究》。高雄:國立高雄師範大學教育學系博士論文。
謝小芩,1992,〈性別與教育機會--以二所北市國中為例〉。《Proceedings of the National Science Council (Part C:Humanities and Social Sciences)》2(2):179- 201。
謝高橋,1992,〈都會區和非都會區人口社會及經濟特徵的差異分配〉。《國立政治大學社會學報》65:135- 159。
謝高橋,2004,《教育社會學》。台北市:五南。
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