家庭背景透過師生關係、同儕關係對學生學習成就之影響

The Effect of Academic Achievement about Family Background depend on Relationship between Teacher and Student and Peer Relationships.

林雅惠(Ya-Hui Lin)

指導教授 ： 曹俊德

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2013年)

摘要

摘要
本研究旨在探討學生家庭背景是否藉由其師生關係與同儕關係對學業成就產生中介作用或直接影響，透過2009年「臺灣學生學習成就評量資料庫」（Taiwan Assessment of Student Achievement，簡稱TASA）國小六年級國語科、數學科施測的評量結果，以及學生共同問卷（含個人資料、家庭背景、與教師、同儕相處情形等）的調查資料，進行分析來瞭解各相關因素對學生學習成就的影響。
本研究有效樣本數1886人，研究變項以家庭背景因素為潛在自變項（exogenous variable），透過同儕關係、師生關係等學校生活因素為中介變項（mediator variable），國語科和數學科成就為潛在依變項（endogenous variable），以SPSS19進行Pearson積差相關分析、多元回歸分析，並以M-plus5.21運用結構方程模式（Structural Equation Modeling，簡稱SEM）來進行分析。
研究結果發現如下：
一、國小六年級學童之父母親教育程度多數很高，父親學歷平均略高於母
親；家庭教育資源豐富；但家庭文化資源仍明顯不足。
二、國小六年級學童之師生關係、同儕關係皆為良好。
三、國小六年級學童之國語科、數學科學習成就表現為中間偏高。
四、家庭背景變項中「家庭教育資源」、「家庭文化資源」與師生關係有顯
著相關。
五、家庭背景變項與同儕關係皆有顯著相關。
六、家庭社經背景、師生關係、同儕關係皆與學習成就有顯著相關。
七、家庭社經背景對國小六年級學生師生關係的預測力為2.5%。
八、家庭社經背景對國小六年級學生同儕關係的預測力分別為11.2%。
九、家庭社經背景、師生關係、同儕關係對國小六年級學生學習成就的預測力為21.9%。
十、家庭社經背景變項對學生學習成就之直接效果為0.449，透過師生關係產生的間接效果為0.004，透過同儕關係產生的間接效果為0.037，因此家庭社經背景變項對學生學習成就之整體效果為0.490。
最後，針對研究結果提出以下建議，以期對於未來研究、家庭教育、學校教育能提供參考之資訊。
壹、教育相關單位方面
一、舉辦免費藝文活動，提高藝文接觸機會
二、舉辦交換好書活動，增加學生閱讀廣度
三、擴大設立社區大學，打造終身學習社會
貳、家庭方面
一、重視家庭功能運作，關心孩子陪伴成長
二、培養家長負責態度，養成以身作則習慣
參、教師方面
一、活化教師教學策略，展現有效教學品質
二、師生關懷互動，溫馨接納氛圍
三、營造良好班級氣氛，發揮有效教學效能
四、注重學生個別差異，提供學生成功經驗
肆、未來研究方面
一、擴大分析探討層面，掌握影響學習因素
二、減少問卷內容限制，持續追蹤學生表現

關鍵字

學習成就 ； 家庭社經背景

並列摘要

Abstract
This study investigates the mediator effects and direct effects of the academic achievement effected by the teacher-student relationships and peer relationships based on the family socioeconomic background.
The applications are illustrated with the Chinese and mathematic academic achievement of sixth-grade students by the database of the Taiwan Assessment of Student Achievement ( TASA) in 2009. The academic achievement based on family socioeconomic background, family structure, teacher-student relationships, and peer relationships are analyzed by survey.
There are 1,886 samples in this case study. The exogenous variables are factors of family socioeconomic background. The mediator variables are school life (teacher-student relationships and peer relationships) and Chinese achievement and mathematic achievement are endogenous variables, to SPSS19 for Pearson correlation analysis, multiple regression analysis , and M-plus5.21 using structural equation modeling (Structural Equation Modeling, referred SEM) for analysis.
The results of the study were as following:
1. Sixth-grade students have most highly educated parents, fathers slightly higher than mothers in the average educated; the family education resources are rich; but the family cultural resources are still clearly insufficient.
2. The teacher-student relationships, peer relationships of sixth-grade students are good.
3. The academic achievement of Chinese and mathematics of sixth-grade students are better than the average.
4. "Family educational resources", "family cultural resources" of family socioeconomic background variables have a significant correlation with the teacher-student relationships.
5. Family socioeconomic background variables have a significant correlation with the peer relationships.
6. Family socioeconomic background, the teacher-student relationships, peer relationships are significantly correlated with academic achievement.
7. Family socioeconomic background explain 2.5%, respectively of the variation of the teacher-student relationships from sixth-grade students.
8. Family socioeconomic background explain 11.2%, respectively of the variation of the peer relationships from sixth-grade students.
9. Family socioeconomic background, the teacher-student relationships, peer relationships explain 21.9%, respectively of the variation of academic achievement from sixth-grade students.
10. Family socioeconomic background variables on student academic achievement is a direct effect of 0.449, through the indirect effect of the teacher-student relationships is 0.004, peer relationships through the indirect effect is 0.037, so the family socioeconomic background variables on overall student academic achievement effect is 0.490.

Based on the study results, some suggestions for further research, family education, and school education are offered.
I. The aspect of education-related organization
1. Holding free cultural activities to enhance arts opportunities for students.
2. The exchange of books to enhance students'' reading span.
3. Expand the establishment of a community college to create lifelong learning
society.
II. The aspect of the family
1. The emphasis on family function, care for children accompanied by growth.
2. Parents should be responsible to develop habits by example.
III. The aspect of teachers
1. The activation of teaching strategies, demonstrating effective teaching quality.
2. Teachers and students interact with caring and warm atmosphere of acceptance.
3. Creating a good class atmosphere and playing an effective teaching and learning.
4. Focusing on students’ individual differences, providing them with successful experiences.
IV. Future research
1. Expanding the analysis and discussion level factors influence learning to master.
2. Reducing the questionnaire content restrictions, to keep tracking of students’ performance.

並列關鍵字

Family socioeconomic background ； academic achievement

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