父母教育期望、學科補習參與以及學業成就因果順序之貫時性分析：以「屏東縣教育長期資料庫（PELS）」做分析

A Longitudinal Study on Sequence of Cause and Effect among Parental Educational Expectation、Cram Schooling and Academic Achievement: Using Data from PELS

劉乃綸(Nai-Lun, Liu) ； 林秀真(Shiu-Chen, Lin)

《育達科大學報》 48期 (2020/06) Pp. 277-301

摘要

教育學界在探討父母教育期望、學科補習參與以及學業成就的相關實證研究上，不論是國內外，均已累積相當豐碩的成果，但國內多數研究都是採用屬於單一時間點的橫斷面之資料分析方法，以至於在認定學業成就的因果順序之論斷上有所限制；另一方面，又因國內長期追蹤調查資料庫為數並不多，對於此三個變項的因果順序，截至今仍未見有相關文獻能釐清此議題。本研究運用「屏東縣教育長期資料庫」99年與101年所進行的兩筆追蹤調查資料，做貫時性因果迴歸分析，並對相關干擾變項進行適當的統計控制。研究分析發現：父母教育期望、學科補習參與以及學業成就三變項之貫時因果順序如下：1.學業成就為因，父母教育期望為果，學業成就對父母教育期望有正面影響；2.學業成就為因，學科補習參與為果，學業成就對學科補習參與有正面影響；3.父母教育期望與學科補習參與互為因果，父母教育期望對學科補習參與有正面影響，而學科補習參與對父母教育期望亦有正面之影響。

關鍵字

父母教育期望 ； 學科補習 ； 學業成就 ； 貫時性分析

並列摘要

The previous empirical research of exploring the parental educational expectations, cram schooling and academic achievement, whether in the area of internal or abroad education, have accumulated quite plentiful and substantial results. However, most studies are based on the cross-section method to analyze the data of a single timing. Therefore, it would be restricted in the inference on sequence of cause and effect in academic achievement. On the other hand, because of the database's number of the education longitudinal survey is few. Up to the present, there is no interrelated literature could clarify the sequence of cause and effect of these three variables. This study adopted the two databases of ＂Pingtung Education Longitudinal Survey, PELS＂ which were conducted in 2010 and 2012, and employed longitudinal causal-effect regression analysis with a statistical control on related disturbance variables.The sequence of cause-effect findings of this study are as follows: the sequence of cause and effect of these three variables, parental educational expectations, cram schooling and academic achievement, is as below: First of all, when academic achievement is the cause and parental educational expectation is the effect, when academic achievement influents parental educational expectation positively. Second, as academic achievement is the cause and cram schooling is the effect, academic achievement impacts on cram schooling positively. Finally, parental educational expectation and cram schooling is reciprocal causation, parental educational expectation has a positive influence on cram schooling, and cram schooling has a positive influence on parental educational expectation, too.

並列關鍵字

parental educational expectation ； cram schooling ； academic achievement ； longitudinal study

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