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研究生:張婉玟
研究生(外文):Chang, Wan Wen
論文名稱:影響學生學業成就之家庭、學校、個人與背景因素—長期追蹤資料的分析
論文名稱(外文):The effects of school, family, student, and demographic factors on high school students’ academic achievement—An analysis of panel data from the Taiwan education panel survey
指導教授:馬信行馬信行引用關係
指導教授(外文):Ma, Hsen Hsing
學位類別:碩士
校院名稱:國立政治大學
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:2009
畢業學年度:98
語文別:英文
論文頁數:122
中文關鍵詞:台灣教育長期追蹤資料庫(TEPS)學業成就國高中生
外文關鍵詞:Taiwan Education Panel Survey(TEPS)academic achievementhigh school students
相關次數:
  • 被引用被引用:8
  • 點閱點閱:714
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  • 收藏至我的研究室書目清單書目收藏:2
本研究探討影響學生學業成就的學校、家庭、學生個人及背景因素,研究中以後設分析的方法計算出許多自變項的效應量大小。本研究的資料取自台灣教育長期追蹤資料庫(TEPS),包括2868名學生在2001年至2007年間接受的四波追蹤調查資料。研究結果發現,學校、家庭、學生個人及背景因素對學業成就之平均效應量具有顯著差異,其中以學生的「先前學業成就」具有最大的效應量,對綜合能力、數學能力及一般分析能力的效應量分別是2.39、1.45和1.90;其次為「背景因素」(效應量分別為.65、.53、.59);再其次則為「家庭因素」及「學生投入」,但此兩者效應量小,且彼此間無顯著差異;而學校因素的平均效應量最小。最後,本研究針對研究結果提出多項教育實務的建議。
The purpose of this study is to examine the longitudinal effects of school, family, student, and demographic factors on students’ academic achievement. A method of meta-analysis was used to estimate the magnitude of the effect size of various dependent variables. The data was obtained from Taiwan Education Panel Survey (TEPS). The members of the tracked panel of 2868 high school students were selected as samples for this present research. The tracked panel received four waves of questionnaires and standard tests from 2001 to 2007. The results of the present analysis shows significant differences between the mean effect sizes of the factors associated with academic achievement, and that students’ prior achievement had the largest effect size of 2.39, 1.45, and 1.90, respectively, based on the comprehensive ability score, the general analytic ability score, and the mathematic ability score. The demographic factor showed the second largest mean effect size (.65, .53, .59), larger than that of the family factor and students’ engagement, which both showed small effect without significant differences from each other. And the school factor showed the least mean effect size. In addition, it was found that the mean effect of all the variables based on the comprehensive ability score (.43) was significantly larger than that based on the general analytic ability score and on the mathematic ability score, specifically. Practical implications and suggestions are given in the present research after the general discussion of the research findings.
Chapter One Preface 1
Chapter Two Literature Review 10
The Effect of Family Factors on Student Academic Achievement 10
Parental Involvement 10
Cultural Capital 13
The Effects of School Factors on Students’ Academic Achievement 14
Social Environment of Schools 15
Teacher Quality 16
The Effect of Student Factors on Student Academic Achievement 18
The Effect of Demographic Factors on Students’ Academic Achievement 22
Family Demographic Variables 22
School Demographic Variables 25
Student Demographic Variables 26
Chapter Three Method 29
Data 29
Variables and Measurement 31
Data Analysis 40
Chapter Four Results 47
Part One The Effects of Relevant Factors on Comprehensive Ability 55
The Mean Effect Size of Factors Relevant to Comprehensive Ability 55
The Mean Effect Sizes of Sub-Categories of Factors Relevant to Comprehensive Ability 56
Part Two The Effects of Relevant Factors on General Analytic Ability 62
The Mean Effect Size of Factors Relevant to General Analytic Ability 62
The Mean Effect Sizes of Sub-Categories of Factors Relevant to General Analytic Ability 63
Part Three The Effects of Relevant Factors on Mathematic Ability 69
The Mean Effect Sizes of Factors Relevant to Mathematic Ability 69
The Mean Effect Sizes of Sub-Categories of Factors Relevant to Mathematic Ability 70
Part Four The Differences between the Effect Sizes Based on Different Ability Scores 75
Chapter Five General Discussion 77
The School Factor 78
The Family Factor 82
The Student Factor 88
The Demographic Factor 91
Other Important Findings 97
Chapter Six Conclusion and Suggestion 101
Conclusion 101
Suggestions 103
References 106
Appendix A Results of mean effect size of each dependent variable 116
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