家庭因素、學校因素對學生學業成就的影響－階層線性模式的分析

林俊瑩; 吳裕益

doi:10.6910/BER.200712_(53-4).0004

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P107 - 144

Social Sciences > Education

DOI： 10.6910/BER

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家庭因素、學校因素對學生學業成就的影響－階層線性模式的分析

Impact of Family and School Factors on Students' Academic Achievement: An Analysis of Hierarchical Linear Modeling

林俊瑩(Chunn-Ying Lin) ；吳裕益(Yuh-Yih Wu)

教育研究集刊； 53:4期 (2007 / 12 / 31) ， P107 - 144

繁體中文 DOI： 10.6910/BER.200712_(53-4).0004

家庭因素；學校因素；學業成就；階層線性模式； family factors ； school factors ； academic achievement ； hierarchical linear modeling (HLM)

Abstract │ Reference (58) │ Times Cited (56) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

＂Equality of Educational Opportunity＂ is the title of the Coleman Report, directed by James S. Coleman and his associates. It suggested that the effects of school resources on student achievement were weaker than those of students' families. Similar conclusions were drawn by many other research studies after this report. However, these studies were confined in terms of research design, sampling and statistical techniques, and therefore their results have been criticized. This study thus tries to amend the previous research studies as completely as possible. The analysis of HLM shows that students' academic achievement is influenced significantly by their families; however, it must also be noted that among the variables associated with school educational resources, a high level of academic quality also has a positive effect on academic achievement, while the time required for teachers' in-service training programs has a negative effect on it; furthermore, other variables that have been studied may not be related to academic achievement. The proposed research model accounts for 80% of the variation in student level and for 20% of the school variation in school level, with regard to academic achievement. However, nearly 80% of school-level variation was explained by the socio-economic status of students' parents, students' educational expectations and students' learning attitudes: therefore the effect of variables associated only with school educational resources on students' academic achievement was found to be minimal.

Reference ( 58 ) 〈TOP〉

王家通(2004)。十年教改爭議癥結之探討。教育學刊，22，1-7。
連結：
林生傳(2004)。臺灣近期教育改革的透視與省思。教育學刊，23，1-36。
連結：
陳麗珠、鍾蔚起、林俊瑩、陳世聰、葉宗文(2005)。國民小學教師合理授課節數與員額編制之研究。教育學刊，25，25-50。
連結：
Astone, N. M.,McLanhan, S. S.(1991).Family structure, parental practices and high school completion.American Sociological Review,56,309-320.
Belfield, C. R.,Fielding, A.(2001).Measuring the relationship between resources and outcomes in higher education.Economic of Education Review,2(6),589-602.

Times Cited ( 56 ) 〈TOP〉

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