原漢學童學習行為與學業成就之族群、性格因素的比較研究

Differences in the Related Factors of Learning Behavior and Academic Achievement between Aboriginals and Hans Students

吳明隆(Ming-Lung Wu) ； 林慶信(Chinq-Shinn Lin)

《高雄師大學報》 17期 (2004/12) Pp. 37-55

https://doi.org/10.7060/KNUJ.200412.0037

摘要

本研究旨在探討原漢學童在學習行為與學業成就之相關因素的異同。此等因素包括族群因素、家庭教育資源、歸因信念、讀書價值觀、求樂衝動性。研究樣本以高雄市、高雄縣及屏東縣之五、六年級國小原漢學童為母群體，計抽取22所學校，有效樣本502人，包含原住民學童249人、漢族學童253人。迴歸分析顯示，無論是原住民或漢族學童，求樂衝動性較低、家長給予子女的教育協助多、親師互動較多、以及讀書動機較高等因素，能有效增進學習行為。而努力歸因傾向也可增進原住民學童的學習行為，但對漢族學童無影響。迴歸分析顯示，原住民學童的族群意象較佳與傾向努力歸因兩變項，能顯著增進其學業成就，而對漢族學童而言，親師互動較佳與主動學習兩變項，則能顯著預測其學業成就。研究結果意味著，培養原住民學童正向的族群意象與努力歸因傾向，將可以提昇其學業成就，而漢族學童則可藉由培育主動學習態度，並做好親師互動，進而提昇其學業成就。

關鍵字

原住民族群意象 ； 求樂衝動性 ； 學業成就

並列摘要

The main purpose of this study was to compare the causal factors of learning behavior and academic achievement for Aboriginals and Hans students. Parental participation in students' learning, causal attribution belief, valuation of studying, and hedonistic impulsivity were measured to predict students' learning behavior and academic achievement. Aboriginal students' ethnic-stereotype was also measured. 249 Aboriginal students and 253 Hans students were sampled from 22 elementary schools of Kaohsiung and Pingtung areas. Regression analysis showed that for both Aboriginal and Hans students, low hedonistic impulsivity, parenting educational assistance, parent-teacher interaction, and learning motivation were positively predictive of learning behavior. However, ”effort attribution” was positively related to learning behavior only for Aboriginal students. Positive ethnic image and ”effort attribution” could be significantly predictive of the academic achievement of Aboriginal students, For Hans students, parent-teacher interaction and active learning could effectively predict their academic achievement.

並列關鍵字

Aboriginal ethnic-stereotype ； hedonistic impulsivity ； academic achievement

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