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| 題 名 | 國中生的出生序對於學習成就之影響 =The Impact of Birth Order of Junior High School Students on Academic Achievement |
|---|---|
| 作 者 | 張芳全; | 書刊名 | 市北教育學刊 |
| 卷 期 | 72 2023.12[民112.12] |
| 頁 次 | 頁1-36 |
| 分類號 | 521.4 |
| 關鍵詞 | 出生序; 家庭資源學習成就稀釋理論; Birth order ; Family resource dilution theory; Academic achievement; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 家庭資源稀釋理論認為,手足數愈多,學習成就愈不佳,卻沒有說明出生序對學習成就影響。本研究蒐集基隆市國中生學習狀況調查資料庫的資料探討三個年級生出生序在國文、英語、數學、自然、健體、社會、藝術與人文、綜合活動領域成就顯示:出生序在八個領域的成就有明顯差異,老大老二在八個領域成就無明顯差異,老四在八個領域成就最差;老大及老二的成就優於老三及老四,在國文、英語、數學、自然、社會領域成就較好,藝文、健體及綜合活動領域成就無明顯差異。控制家庭社經地位之後,仍然是老大與老二的成就明顯高於老四,然而家庭社經地位與出生序的交互作用與學習成就無明顯關聯。本研究補充資源稀釋理論內涵,有系統分析出生序在學習成就差異,以利學校、教師及家長提出因應。 |
| 英文摘要 | The theory of family resource dilution holds that the more siblings a family has, the poorer their children's academic performance will be, but it does not explain the impact of birth order on learning achievement. The purpose of this study is to explore the impact of birth orders on academic achievement. Multivariable variance analysis and regression analysis are used to analyze the 7th , 8th and 9th students data from the Keelung Junior High School Student Learning Survey Database in order to explore the relations between students’ birth order and their academic achievement in the domains of Chinese, English, mathematics, nature, fitness, society, art and humanities, and comprehensive activities. The results of the study show that there are significant differences in the academic achievements of junior high school students in eight areas in terms of their birth order. There is no significant difference in the academic achievements of the eldest and the second child in eight domains. Those born with the fourth child's birth order have the worst academic achievements in all eight domains. The eldest and second eldest children have better academic performance than the third and fourth children. They have better academic performance in Chinese, English, mathematics, nature, and social fields, but there is no significant difference in academic performance in domains of arts, literature, physical fitness, and comprehensive activities. After controlling the variables of family socioeconomic status, the academic achievement of the eldest and the second child is still significantly better than that of the fourth child. However, the interaction between family socioeconomic status and birth order has no significant relationship with academic achievement. The family resource dilution theory does not explain the difference in academic achievement by birth order. This study expands its content and systematically analyzes the differences in academic achievement among junior high school students with different birth orders. Implications for schools, teachers and parents are discussed. |
本系統中英文摘要資訊取自各篇刊載內容。