查詢結果分析
來源資料
相關文獻
- 家庭社經地位對英語學習成就的影響:六個平行中介變項之探究
- 國中生的家庭社經地位、英語學習動機對英語學習成就之成長軌跡分析
- 離島地區國中生的家庭社經地位與英語學習成就相關之研究:以父親與自我教育期望為中介變項
- 國中生英語學習成就之多層次模型分析
- 國中生的個人特質與家庭文化資本對英語學習成就影響之研究
- Exploring Senior High School EFL Students' Motivation, Strategy Use, and English Achievement via Structural Equation Modeling
- 基隆市新移民子女就讀國中之英語學習成就因素探究
- 七年級學生英語學習成就因素模式之探索
- 馬公國中生家庭社經地位與英語學習成就之研究:三個英語學習動機中介變項為例
- 英語歌曲融入教學提升七年級低成就生的英語學習動機與英語學習成就之探討
頁籤選單縮合
| 題 名 | 家庭社經地位對英語學習成就的影響:六個平行中介變項之探究=The Impact of Family Socioeconomic Status on English Learning Achievement: An Exploration of Six Parallel Mediators |
|---|---|
| 作 者 | 張芳全; | 書刊名 | 學校行政 |
| 卷 期 | 161 2026.01[民115.01] |
| 頁 次 | 頁1-30 |
| 分類號 | 521.191 |
| 關鍵詞 | 英語學習成就; 教育期望; 英語學習動機; 家庭文化資本; 家庭社經地位; English learning achievement; Educational expectations; English learning motivation; Family cultural capital; Family socioeconomic status; |
| 語 文 | 中文(Chinese) |
| DOI | 10.6423/HHHC.202601_(161).0001 |
| 中文摘要 | 家庭社經地位與學習成就之間存在許多中介因素,然而現有研究分析此議題僅以少數幾個中介因素,並以Sobel(1982)或Baron與Kenny(1986)的方法檢定中介效果,但這些方法沒有考量資料常態性問題。本研究目的在探討學生的家庭社經地位與英語學習成就之關係,從基隆市國民中學學習狀況調查資料庫蒐集七年級775名學生,以六個平行中介變項的模式,運用PROCESS軟體之拔靴法檢定中介效果。研究顯示:(一)家庭社經地位正向顯著影響家庭文化資本、補習英語時間、英語學習動機、家長教育期望、自我教育期望與閱讀態度;(二)家庭社經地位及六個中介變項正向顯著影響英語學習成就;(三)六個中介變項對英語學習成就具有部分中介效果,其效果量依序為自我教育期望、家庭文化資本、補習英語時間、家長教育期望、英語學習動機與閱讀態度。雖然家庭社經地位透過六個平行中介變項影響英語學習成就,但六個中介變項之間的間接效果沒有明顯差異。本研究以六個平行中介變項來瞭解家庭社經地位與學習成就之關係,除了支持家庭地位直接對學習成就明顯影響之外,學校及教師和家長應瞭解六個中介變項的實務意義,以提升學生英語學習成就。 |
| 英文摘要 | There are many mediating factors between family socioeconomic status and academic achievement. However, existing research on this issue often employed a few mediating factors, and tested the mediation effect using the method of Sobel (1982) or Baron and Kenny (1986). These methods did not consider data normality. The purpose of this study is to explore the relationship between students' family socioeconomic status and English learning achievement. 775 seventh-grade students were collected from the learning status survey database of Keelung National Middle School, using a model with six parallel mediation variables, the bootstrap method of the PROCESS software was employed to examine the mediation effect. The research showed that: 1. Family socioeconomic status positively and significantly affected six mediating variables, including family cultural capital, English tutoring time, English learning motivation, parents' educational expectations, self-education expectations and reading attitude. 2. Family socioeconomic status and six mediating variables positively and significantly affected English learning achievement. 3. The six mediating variables had a partial mediating effect on English learning achievement, and their effect sizes were, in order, self-educational expectations, family cultural capital, tutoring English time, parents' educational expectations, English learning motivation and reading attitude. Although family socioeconomic status affects English learning achievement through six parallel mediating variables, there was no significant difference in the indirect effects among the six mediating variables. This study employed six parallel mediating variables to explain the relationship between family socioeconomic status and academic achievement. In addition to supporting the obvious direct impact of family status on academic achievement, schools, teachers and parents should understand the practical significance of the six mediating variables. To improve students' English learning achievements. |
本系統中英文摘要資訊取自各篇刊載內容。