國小低年級學童之家庭背景、課後照顧對其學習行為、學業成就之影響

The Relationships among Family Background, After-school Care, Learning Behavior and Academic Achievement on Elementary School Students

李宜芸(Yi-Yun Lee)

指導教授 ： 陳李綢

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2009年)

摘要

本研究旨在探討國小低年級學童的家庭背景與課後照顧與其學習行為與學業成就之間的關係。研究方法採用問卷調查法進行研究，以六所台北縣、市公立國民小學的二年級學生，共820人作為研究對象，利用「國小學生學習行為量表」及「學童課後安排及照顧時間安排問卷」作為研究工具，運用SPSS 10.0版統計套裝程式，以t考驗、單因子變異數分析及多元逐步迴歸分析進行統計處理，主要發現如下：
一、國小低年級女生在學習行為或學業成就上，皆比國小低年級男生有較好的表現。
二、家長雙方的教育程度對於國小低年級的學童在學業成就上的表現有相當的影響力，家長教育程度較高，子女的學業成就較佳。
三、家庭社經地位提高，家長擁有較好的職業，收入也較多，因此有利於提高子女的學業成就表現。
四、子女數的增加，分配到每位子女身上的資源則相對減少，當國小學童為獨生子女時，其成績總分表現最優，而當家中共有二名子女時，在國語成績方面表現最好。
五、無論國小低年級學童在放學後是由家長、安親才藝班或學校課輔班來照顧，僅有學業成就會有差異，對其學習行為並無顯著的差異。
六、身處於小家庭結構之國小低年級女生在參加安親課輔班的課後照顧後，能有效的預測其學習行為。

最後研究者根據研究結果加以討論，並提出具體建議，以供國小學童的家長、老師、學校行政、課後照顧機構、政府相關單位及未來相關學術研究之參考。

關鍵字

家庭背景 ； 課後照顧 ； 學習行為 ； 學業成就 ； 代理父母

並列摘要

The purpose of this study was to explore the relationships among the family background, after-school care, learning behavior and academic achievement on elementary school students. Besides, elementary school students’ differences in learning behavior and academic achievement with family background and after-school care. The method of this study was questionnaire survey. The subjects of this study were 820 lower-grade students from six elementary schools in Taipei. These Subjects were assessed with the “Learning Behavior Scale”, “after-school care questionnaire” and academic achievement focusing on math and Chinese. The results of the investigation through classification, statistical procedures, discussion and analysis reveal the following findings:
1.Female elementary school lower-grade students have better learning behavior and academic achievement than the male students.
2.Parents with high educational background, the elementary school lower-grade students will have better academic achievement.
3.As for academic achievement, students with high social-economic status perform are better than those with low social-economic status.
4.Only one child student have better academic achievement than one or more sibling student. Students with one sibling have better Chinese outperform than only one child student or more than two siblings.
5.There were no significant differences among elementary school lower-grade students’ learning behavior and after-school care by whom.
6.Female elementary school lower-grade students, nuclear family and after-school care center can be predictors of their learning behavior.

Base on the result of the study, the researcher also discussed and provided concrete suggestions for the teachers, the parents of students, after-school care center and Ministry of Education in order to improve and to be the better reference for further researchers.

並列關鍵字

family background ； after-school care ； learning behavior ； academic achievement ； surrogate parent

參考文獻

林璟斐（2004）。家長工作時間與學童課後托育需求彈性化之研究。國立台灣大學國家發展研究所碩士論文。

孫清山、黃毅志（1996）。補習教育、文化資本與教育取得。台灣社會學刊，19期，95-139頁。

徐諶（1996）。「雙頭馬車」如何行？－為活潑、多元的托育制度請命。師友月刊，353期，6-10頁。

馬祖琳、陳蓓薇、陳淑華、蘇怡萍、謝惠如（2000）。課後托育機構服務內容之個案研究。醫護科技學刊，2卷，1期，1-11頁。

張明輝（2000）。美國中小學課後輔導計畫及其啟示。學校行政雙月刊，5期，123-134頁。