家庭與學校差異對國中生數學成就影響之研究

Consider the Difference from Family and School which Effect Student Mathematics Achievement

曾明基(Ming-Chi Tseng)

《臺北市立大學學報.教育類》 47卷1期 (2016/06) Pp. 23-40

https://doi.org/10.6336/JUT.4701.002

摘要

本研究主要從多層次結構方程模式取向出發，重新探究來自家庭與學校差異對學生數學成就的影響。研究對象為東臺灣教育長期資料庫（TTEPS）23校的國中學生，總樣本數為1,096人。經多層次結構方程模式分析發現，高社經地位家庭學生無論在組間層次及組內層次依舊對學生學業成就產生正向的影響力，但透過家庭教育資源對學業成就的影響在組間及組內層次有所差別。本研究依照研究發現，對學業成就模型的發展提出相關建議。

關鍵字

學業成就模型 ； 多層次結構方程模型 ； 結構方程模型

並列摘要

In this study, from the multilevel structural equation model orientation, re-explore the impact of family socioeconomic status and family education resources on student achievement, and thus pointed out that the fine localization of academic achievement model development feasibility. The object of study are 23 junior schools from TTEPS, the total number of samples is 1,096. Multilevel structural equation modeling analysis revealed that high socioeconomic status of students both in the between (school) level and within (student) level to produce a positive impact on the students' academic achievement, however, through family education resources influence on academic achievement is different. In accordance with the findings and make recommendations on the development of the fine localization of academic achievement model.

並列關鍵字

academic achievement model ； multilevel structural equation model ； structural equation model

參考文獻

曾明基、羅寶鳳、張德勝、邱于真(2011)。學生評鑑教師教學量表跨層級構念的分析。教育科學研究。56(3)，31-60。

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