國中生的家庭背景、家庭學習資源、學習動機、教育期望、自然學習成就對數學學習成就影響之研究

The Influence of Family Background, Family Learning Resources, Learning Motivation, Educational Expectations, Science Learning Achievement on Mathematics Learning Achievement of Junior High School Students

張芳全(Fang-Chung Chang)

《臺北市立大學學報.教育類》 52卷2期 (2021/12) Pp. 1-30

https://doi.org/10.6336/JUTEE.202112_52(2).0001

摘要

雖然許多研究探討與學習成就有關因素，但是學生的家庭背景（包括家庭結構、族群、性別、家庭子女數、家庭社經地位）、家庭學習資源（包括文化資本、補習時間）、學生特質（包括學習動機、教育期望）或學科能力（自然科學習表現）對數學學習成就的重要性仍沒有定論。本研究運用基隆市國民中學學習狀況調查資料庫的1,587名七年級生分析上述問題之外，更把學習動機分為內在外在動機，來瞭解它們對數學學習成就的重要性，獲得結論如下：（1）國中男生、原住民子女、單親家庭子女的數學學習成就明顯低於女生、非原住民與雙親家庭的子女。（2）家庭文化資本、補習數學時間、教育期望、學習數學內在動機及外在動機、自然科學習成就對數學學習成就都正向顯著影響。（3）國中生的家庭背景、家庭學習資源、學生特質與自然科學習表現對數學成就解釋力各為9%、11%、22%與27%，其中學生特質22%解釋力上，內在與外在學習動機、教育期望各為17%、2%與3%。也就是與國中生數學學習成就關聯因素之關聯程度順序為自然科學學習表現、數學內在學習動機、家庭學習資源與家庭背景。本研究貢獻在於發現自然科學學習表現與數學學習內在動機和數學學習成就是最重要的關聯因素，家長及教師與學校應該從這結論提出對策。

關鍵字

自然科學習成就 ； 家庭背景 ； 學習內在動機 ； 學習外在動機 ； 數學學習成就

並列摘要

Although many studies explored factors that affected academic achievements, students' family background (including family structure, ethnic group, gender, number of children in the family, and family social and economic status), family learning resources (including cultural capital, tuition time), and student characteristics (including learning motivation, educational expectations) or disciplinary ability (science learning performance) were still inconclusive. In this study, a sample of 1,587 seventh-grade students from the Keelung Junior High School Learning Survey database was used to analyze the above-mentioned problems, and the learning motivation was divided into intrinsic motivation and extrinsic motivation to understand their importance to mathematics academic achievement. The conclusion of this study was as follows: (1) Junior high school boys, children of native people, and children of single-parent families had significantly lower mathematics academic achievements than girls, children of non-native people, and parents of two parents. (2) Family cultural capital, supplementary mathematics time, educational expectations, intrinsic motivation and extrinsic motivation for learning mathematics, and science academic achievements had a positive and significant impact on mathematics academic achievements. (3) The interpretation of mathematics achievements by family background, family learning resources, student traits, and science academic performance of junior high school students was 9%, 11%, 22%, and 27% respectively, of which 22% of the student traits were interpretive, internal and external learning motivation and education expectations were 17%, 2%, and 3% respectively. In short, the order of importance of the factors affecting the mathematics academic achievements of students was science academic performance, mathematics intrinsic learning motivation, family learning resources and family background. The contributions of this research was to find that science learning performance and internal motivation of mathematics learning and mathematics achievement were the most important related factors. Parents, teachers, and schools should propose countermeasures from this conclusions.

並列關鍵字

science academic achievement ； family background ； learning intrinsic motivation ； learning extrinsic motivation ； mathematics academic achievement

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