國民中小學學生越區就學的效果及其相關問題之探討

A Study of the Effects of Cross-District Placement and Its Related Problems at Elementary and Junior-High Schools

王勝賢(Sheng-Shyang Wang)

《教育心理學報》 17期 (1984/05) Pp. 151-176

https://doi.org/10.6251/BEP.19840501.8

摘要

本研究在於探討國民中、小學學生越區就學對其六種結果行為的影響，以及學校環境與學生結果行為表現的關係。受試者包括臺北市七所國中三年級男女學生863人。以筆者自編的「國中學生學校生活經驗問卷」獲得受試者有關十個學校環境變項資料。再利用「學習行為問卷」、「成就動機問卷」、「自信心問卷」、「社會生活問卷」和「人際關係問卷」等量尺及基本資料調查表獲得受試結果變項和家庭社經水準資料。以受試者入學國中時智力測驗的T分數為智力指標；「模擬高中聯合招生考試」五科總分為學業成就指標。如此實際蒐集的資料分别以共變數分析、皮爾遜積差相關、廻歸分析和典型相關分析統計法進行統計分析，獲得以下的結果：(1)越區就學學生在學業成就等六種結果變項的表現，皆未優於非越區學生。且越區學生的「成就動機」，反而比非越區學生為低。(2)學校環境中的「考試競爭」變項，與學生的課業學習和表現有正相關存在；但與個人、社會適應却有負相關存在。(3)十個學校環境變項對「學業成就」的總變異只能解釋11.7％。「學校聲譽」只能解释學生「學業成就」表現總變異的.06％。(4)學校環境十個變項對學生六種結果變項表現總變異的解釋量只有14.9％。

並列摘要

The purposes of this study are to investigate the effects of cross-district schooling at elementary and junior-high schools on the behaviors of students. The relationships between school environments and the performances of students are also studied.
The subjects of this study included 863 third-grade students of seven junior-high schools. They were classified into District Crossing (DC) Group and Non-district Crossing (NDC) Group by whether they crossed school district or not at the stages of elementary and junior-high schools. Six self-deviced questionaires and a basic data were employed for this study. This six questionaires were used to obtain the information of students experience about school lfie learning behavior, achievement motivation, self-confidence, social anxiety, and interpersonal relationship. The basic data inventory was distributed to collect the information of social economic status. The intelligence test at the time of entrance of junior-high school was used as an index of intelligence of students. The total scores of the simulated joint-entrance examinations for senior-high school were used as index of the aacdemic achievements.
The data were analyzed by analysis of covariance, Pearson product-moment correlation, multiple-stepwise regression analysis and cononical correlation analysis.
The findings were as follows: (1) Students of DC group shows no superiority in academic achievement, learning behavior self-confidence, social anxiety, interpersonal relationship. (2) The achievement motivation of DC group is inferior to that of NDC group. (3) The school environments, which are measured by ten environmental variables, explains 11.7% of the total variances of the academic achievement of students. The school prestige explains only .64%. (4) The total redundancy of the six outcome variables given the availability of the ten environmental variables is only .149, showing that there are other sources which may influence students' outcome variables.