國小六年級學生家庭社經地位、親子互動與學業成就表現之研究

本研究主要探討國小六年級家庭社經地位、親子互動情況與學生學業成就三者之間的關係。本研究主要以「臺灣學生學業成就評量資料庫」（Taiwan Assessment of Student Achievement, 簡稱 TASA）國語文測驗與學生問卷調查結果進行結構方程式分析，有效樣本共3,988。獲致以下研究結論：使用壹、父母親不同教育程度對於國小六年級學生國語文學習成就產生影響。貳、父母親不同職業對於國小六年級學生國語文學習成就產生影響。參、家庭社經地位測量中，家庭社經地位對於學生學業成就呈現正向影響。肆、加強良好的親子互動，有助於益於國小六年級學生國語文學習成就之提升。伍、本研究探究之家庭社經地位、親子互動與學業成就表現之結構方程模式關係有其效果。依據上述結論，本研究對教育主管機關、學校、教育現場人員、家長以及後續研究者提出建議。

關鍵字

家庭社經地位；親子互動；國語文學習成就；臺灣學生學習成就評量資料庫

並列摘要

Abstract: This study mainly explores the relationship between family status, parent-child interaction and student academic achievement in the sixth grade. This study mainly uses the "Taiwan Assessment of Student Achievement" (TASA) National Language Test and Student Questionnaire to conduct a structural equation analysis.(SEM).The valid sample is 4,304. Achieved the following research conclusions: use (1) Parents' different levels of education have an impact on the achievement of Chinese language learning in sixth graders (2) Parents and different occupations have an impact on the achievement of Chinese language learning in sixth graders (3) In the measurement of family status, family social status has a positive impact on students' academic achievement. (4) Strengthen the good parent-child interaction, help to improve the national language learning achievement of the sixth grade students (5) The research on the socioeconomic status, parent-child interaction and academic achievement performance of the structural equation model has its effect. Based on the above conclusions, this study provides recommendations to educational authorities, schools, educational field personnel, parents, and follow-up researchers.