背景因素、學業成績與成就抱負－以臺東大學為例

Background, Academic achievement and Achievement aspiration-An Enxample of National Taitung University

楊雅鈞(Ya-chun Yang)

指導教授 ： 黃毅志

國立臺東大學/師範學院/教育學系/碩士(2007年)

https://doi.org/10.6836/NTTU.2007.00001

摘要

臺東師院學生過去一直以教職為主要的成就抱負，以往師院生學業成績與畢業後的分發息息相關。自2003年改制為臺東大學後，學業成績可能仍影響臺東大學學生的成就抱負，學業成績較佳者，其對教育與職業抱負仍可能較高，而值得檢證。本研究以「2005年臺東大學昨日、今日、明日」的調查資料進行分析，以路徑分析探究學生背景對學業成績的影響、背景與成績對成就抱負的影響，並進一步探討學生的背景透過學業成績對成就抱負影響的機制。
本研究發現，在職業抱負方面，臺東大學學生想轉行的比率從2001年的28.5%攀升至2005年的35.2%；想當小學老師的比率則從75.4%降到61.0%。路徑分析則顯示：臺東大學男生學業成績、當小學老師的抱負比女生低，但唸博士班、當校長與當教授的抱負卻比女生高。年級越高，學業成績越高，當小學老師、當主任、當校長的抱負也越高，不過要唸博士班的抱負卻越低；原住民學生的學業成績比漢人低，但當小學老師、當主任、當校長的抱負卻比漢人來得高；數理系組的成績、當小學老師抱負皆比教育系組低，唸碩、博士班的抱負則比教育系組高；體育系組的成績比教育系組低，當小學老師的抱負卻比教育系組高，改行從事非學校工作的抱負則比教育系組低。而男生當小學老師的抱負較低，可歸因於學業成績較差；年級越高，當小學老師、當校長的抱負越高，可歸因於年級越高，學業成績越高。

關鍵字

出身背景 ； 學業成績 ； 成就抱負

並列摘要

Teaching is the main achievement aspiration of Taitung Normal College students for years, academic achievement is thus, linked closely with assignment after graduation. Although reformed to National Taitung University in 2003, academic achievement still might effect student’s achievement aspiration. Students with higher academic achievement are more likely to have higher educational and occupational aspirations. It is worthy to examine it. This study analyzes the survey data “National Taitung University’s Yesterday, Today, and Tomorrow in 2005”. Utilizing path analysis, the researcher explores three kinds of effects: firstly, student’s background on academic achievement; secondly, student’s background and academic achievement on achievement aspiration; furthermore, student’s background through academic achievement on achievement aspiration. The findings of this study are as follows,
In terms of the occupational aspiration, the percentage of students who want to transfer their career climbs up from 28.5% in 2001 to 35.2% in 2005; however, the percentage of students to be elementary school teachers drops off from 75.4% to 61.0% respectively. By means of path analysis, the research indicates that the academic achievement and the aspiration being elementary school teachers of male are lower than those of female. However, the aspirations being doctoral degree, principles and professors of male are higher than those of female. The higher the grade is, the higher the academic achievement is, and the higher aspirations being elementary school teachers, directors of elementary school and principles have. By contrast, the less aspiration being doctoral degree has. Although aboriginal students’ academic achievement is lower than Hans’, their aspirations being elementary school teachers, directors of elementary school and principles are higher than Hans’. As for math and physics departments, their academic achievement and aspiration being elementary school teachers are lower than education department; however, their aspiration being master or doctoral degree is higher than education department. For physical education department, their academic achievement is lower than education department, but their aspiration being elementary school teachers is higher than education department and their aspiration to transfer non-teaching career is lower than education department. Finally, the aspiration being elementary school teachers of male is lower than that of female, because male academic achievement is lower than female. Moreover, the higher the grade is, the higher the aspirations being elementary school teachers and principles have, because the higher the grade is, the higher the academic achievement is.

並列關鍵字

Student’s background ； Academic achievement

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