高級中學學生家庭社經背景、教師期望與學業成就之關係

THE INTERRELATIONSHIPS OF STUDENTS' FAMILY SOCIO-ECONOMIC BACKGROUNDS, TEACHERS' EXPECTATIONS, AND STUDENTS' ACADEMIC ACHIEVEMENTS IN SENIOR HIGH SCHOOLS

簡茂發(Maw-Fa, Chien)

《國立臺灣師範大學教育研究所集刊》 26輯 (1984/06) Pp. 1-97

https://doi.org/10.6910/BGIENTNU.198406_(26).0001

並列摘要

The purposes of the study were : (1) to investigate the interrelationship among three factors of senior-high-school students - family social-economic status, teachers' expectations and academic achievement; (2) to determine the effects of such family social-economic status and teachers' expectations on students' academic achievement. The factor, family social-economic status (SES), includes parents' occupation, parents' years of schooling, parents' income per month, and students' perceptions of their family economic status. Teachers' expectations include the expectations of teachers on three levels of student achievement, current academic ability, performance at the end of the semester and at the college entrance examination. Academic achievement includes scores of students at three kinds of achievement test: Chinese, Mathematics, English. The subjects were 144 teachers and 2,396 students (1,166 female and 1,238 male) from 20 senior-high schools in Taiwan. Achievement tests constructed by the Ministry of Education for senior-high schools were used to measure students' academic achievement. A questionnaire was devised to measure family SES and teachers' expectations. Data were analyzed by using ANOVA and multiple regression analysis for groups of male, female, humanities, science, and total students. The results of the analysis of data led to the following conclusions: (1) Family SES was positively related to academic achievement. Students with high family SES obtained higher achievement scores than those with low family SES. (2) Teachers' expectations correlated positively with academic achievement. Students with high teachers' expectations had higher achievement scores as compared with those of low teacher-expectations. (3) Family SES and teachers' expectations explained more than 20% of the variance of students' achievement scores in Chinese, 20% to 25% in Mathematics, more than 20% to nearly 50% in English. (4) Three most important variables in predicting students' achievement scores were: teachers' expectations on student performance at college entrance examination, the students' perceptions of such expectations, and fathers' years of schooling.