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從文化資本探討才藝學習對學習成就的影響

An Empirical Study of the Relationships between Talent Classes and Learning Achievement: A Cultural Capital Perspective

Abstracts


本研究主要的目的是從文化資本來看國中學生才藝學習對學習成就的影響,資料來自「臺灣教育長期追蹤資料庫」2001年第一波國中學生問卷、家長問卷與學生表現評量問卷資料進行分析,共計13,978名分析對象。研究結果發現學習才藝對國中生的學習成就有明顯的正面效果,但是才藝學習在台灣日漸普及的情況下,階層之間的差異已不明顯,家庭收入最高的學生並未有最高的學習才藝的機會,家長的教育程度與父親職業對子女學習才藝也沒有正向的影響關係。另外,在學習才藝的機會上,女生優於男生;獨生子女高於非獨生子女;都市地區優於鄉村地區的學生;私立學校優於公立學校的學生,且兄弟姊妹數越多,由於家庭資源的稀釋,對於文化資本的培養越不利。研究也發現,越早學習才藝對於學習成就越有效果,且學習才藝的時間持續越久,越有助於學習成就。本研究結果於本文中有更詳細的討論。

Parallel abstracts


The main objective of this study is to analyze the effects of cultural capital on junior high school students in their talent learning classes towards their learning achievement. Data are from the 2001 Taiwan Education Panel Study. Analysis was accomplished on the students and parents survey questionnaires, together with the students' performance scale survey. A total of 13, 978 participants were analyzed. Results show that talent classes have a significant positive effect on the junior high school students' learning achievement. However, the presence of talent class in Taiwan's education has already been so prevalent that it shows no significant difference with the students' level. Parents' with high socio-economic status does not seem to have the highest academic opportunity, while parents' academic background and fathers' occupation seems to have no positive effect on the students' talent classes. In addition, in the opportunity for talent classes, gender analysis shows that female students have more opportunity than male, which is similar with the students who has no siblings; having more opportunity than the students with siblings, to be included in the talent class. Furthermore, students in the urban areas (city) have more opportunity than the students in the rural areas. Similarly, private school students have more opportunity than the public school students. In essence, students' who have more siblings have less opportunity in the development of a better cultural capital. More so, the earlier the start of talent classes and the longer the duration; will be better for the students' learning achievement.

References


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何姿嫻(2008)。影響國小學童家長送子女參加課後補習之相關因素研究-以桃園縣中壢市為例。國立中央大學學習與教學研究所碩士論文,未出版。
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巫有鎰(1999)。影響國小學生學業成就的因果機制-以台北市和台東縣作比較。教育研究集刊。43,213-242。
兒童少年權益資訊網

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劉蘇丹(2011)。家庭資源對新移民子女學習的影響 -以桃園縣 X 國小為例〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840/CYCU.2011.00242
洪煌佳(2020)。優秀學生運動員運動退出的影響因素臺灣體育學術研究(69),37-56。https://doi.org/10.6590/TJSSR.202012_(69).03
蔡玉鳳(2015)。一般與高風險家庭學生中輟意向調查:從文化資本與社會資本角度剖析〔碩士論文,國立屏東科技大學〕。華藝線上圖書館。https://doi.org/10.6346/NPUST.2015.00055
Chuang, C. C., & Lin, D. S. (2017). The Trajectory of Cultural Taste: Influence of Intergenerational Educational and Class Mobility on Cultural Taste. 教育科學研究期刊, 62(3), 193-223. https://doi.org/10.6209/JORIES.2017.62(3).07
林嘉柔、萊素珠、花郁芳(2015)。幼兒才藝選擇的親職決策模式與父母觀點比較之研究長庚科技學刊(22),41-51。https://doi.org/10.6192/CGUST.2015.6.22.5

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