國中生的家庭社經地位、英語學習動機對英語學習成就之成長軌跡分析

The Family Socioeconomic Status of Junior High School Students and English Learning Motivation on the Trajectories of English Achievement

張芳全(Fang-Chung Chang)

《臺北市立大學學報.教育類》 52卷1期 (2021/06) Pp. 1-27

https://doi.org/10.6336/JUTEE.202106_52(1).0001

摘要

家庭社經地位（socioeconomic status, SES）對於學生學習成就的影響相當地重要，然而影響學習成就還有一個更重要的因素是學習動機。現有研究已探討家庭SES與英語學習動機對於英語學習成就的影響，然而卻缺乏縱貫性資料來分析影響情形。本研究探討基隆市國中學生的家庭SES、英語學習動機對英語學習成就成長情形的影響，透過潛在成長曲線模型分析2,157名追蹤樣本，結論如下：（1）國一生的家庭SES對國一的英語學習動機及英語學習成就有正向影響。（2）國一生的家庭SES對國一後來五個學期英語學習成就成長幅度有正向影響，而英語學習動機成長幅度則沒有明顯影響。（3）國一時的英語學習動機對國一時的英語學習成就有明顯正向影響，對國一後的五個學期英語學習成就成長變化則沒有影響。（4）國一後的五個學期英語學習動機成長對國一後的五個學期英語學習成就成長有明顯正向影響。整體來看，基隆市國中生英語學習動機與英語學習成就都呈現下降，但家庭SES與英語學習動機是影響英語學習成就的重要因素。本研究的貢獻在於運用縱貫性分析國中生的英語表現情形，發現國中生的英語學習動機與英語表現隨著年級提高而下降，以及家庭SES與學習動機是影響英語學習表現的重要因素，可提供學校與教師在實務上改善學生英語學習表現的方向。

關鍵字

家庭社經地位 ； 英語學習動機 ； 英語學習成就 ； 潛在成長曲線

並列摘要

The family socioeconomic status (SES) had a significant impact on student learning achievements, while there was another more important factor-learning motivation. Existing research has discussed the impact of family SES and English learning motivation on English learning achievements. However, there was a lack of longitudinal data to analyze the impact of family SES and the growth of English learning motivation on the growth of English learning achievements. This study used panel study to research the family SES of junior high school students, the trajectories of English learning motivation on the English achievement in Kee-lung. We used the database to track the learning situation of 2,157 junior high school students and analyzed the data using latent growth curve models (LGCM). The conclusions were as follows: (1) The family SES of students had a positive impact on the English learning motivation and the English achievement respectively. (2) The family SES of students also had a positive correlation on the growth of the English learning motivation, however, the English achievement was not in five semesters. (3) The initial point of the English learning motivation and the English achievement was positive significantly, but the English learning motivation didn't impact on the growth of the English achievement in five semesters. (4) The more the English learning motivation of the students had, the higher English achievement they reached in five semesters. To sum, junior high school students' English learning motivation and English achievement decreased over time. However, family SES and the English learning motivation impacted on English achievement in Kee-lung. The contribution of this study lied in the use of a longitudinal analysis of the English performance of junior high school students. It was found that the English learning motivation and English performance of junior high school students decreased as the grade increased, but family SES and learning motivation were important factors affecting English learning performance. These results provided the direction for schools and teachers to improve students' English learning performance in practice.

並列關鍵字

family socioeconomic status ； the English learning motivation ； the English achievement ； latent growth curve modeling

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