社經地位與教養行為對國小學童表現的影響

THE EFFECT OF SES AND PARENTING PRACTICES ON ELEMENTARY SCHOOL CHILDREN'S ACHIEVEMENT

邵莉淓(Li-Fang Shao)

指導教授 ： 郭文般

國立臺北大學/社會科學學院/社會學系/碩士(2009年)

摘要

本文探討家庭社經地位與教養行為對國小學童表現的影響，國小學童的學業表現、學業自我概念與社會適應，會因為其所屬的社經地位與所接受的教養行為不同，而有怎樣的變化。本研究主要的發現如下所述。首先，我們控制年級與性別的影響，發現父母教育程度和父親的職業，均對學童的學業表現有相當的正面影響；但這樣的影響力並未在學童的社會適應發現。然而，母親的職業對學童的社會適應卻有一個負面影響，不過這個負面影響應該要小心地詮釋。其次，家庭因素，則以文化資本、母子關係與正向管教方式這些教養行為對學童的社會適應有著相當正向的效果，其中又以正向管教方式對學業自我概念有正面影響。第三，將每個依變項當做另兩個依變項的預測變項，發現社會適應、學業表現與學業自我概念彼此間是互惠的，亦即每個依變項都對另外兩個依變項有正面的影響。最後，我們發現，母親為低階職業的學童有著相對較低的學業表現，但這些學童本身卻有較佳的學業自我概念，推測可能的原因在於此類學童相對較低的學業成就抱負。本文的研究發現中有著重要的啟示，其中最重要的是社會不平等現象看來已經於小學中再製，教育工作者有必要注意這一事實。

關鍵字

家庭社經地位、教養行為、學業表現 ； 學業成就 ； 學業自我概念 ； 社會適應 ； 家庭背景 ； 親子關係 ； 文化資本 ； 社會不平等

並列摘要

This paper investigates the effects of elementary school children’s SES and parenting practices on their achievement. The children’s achievement is briefly defined as their academic performance, academic self-concept and social adaptation. The major findings of this research are as the follows: firstly, after controlling grade and gender, we find that both parental education and father’s occupation have a considerable positive effect on the students’ academic performance, but these effects are not found for the children’s social adaptation. However, a negative effect is found for the mothers’ career on the children’s social adaptation, yet this negative effect should be interpreted with care. Secondly, family factors, cultural capital, mother-child relationship and positive parenting style all reveal a very positive effect upon the children’s social adaptation. Moreover, the positive parenting style has also a positive impact on the children’s academic self-concept. Thirdly, using each dependent variable as the predictor variable of the other two, we found that social adaptation, academic performance and academic self-concept are mutually beneficial, i.e. each assumes a positive effect on the other two. Finally, the children of low level job mothers are found to have a relatively low academic performance, yet these children are also found to have higher academic self-concept. We suggest that this probably be due to their relatively low academic aspirations. The findings in this study bear important practical implications. The most important of all will be that the social inequality seems to have been reproduced in the elementary schools and the educators should be fully alert to this fact.

並列關鍵字

socio-economic status ； parenting practices ； academic performance ； academic achievement ； academic self-concept ； social adaptation ； family background ； parent-child relationship ； cultural capital ； social inequality

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