英文摘要 |
This research used panel study to distinguish the immigrant, native students ( non-immigrant students), and one school (da-shin junior high school) students to study. We used the database to track the learning situation of 2,519 junior high school students and analyzed the data using Latent Growth Curve Models (LGCM ). The results were as follows: 1. The native female students' mathematics achievement was higher than male in 7th grade, however, both immigrant and da-shin junior high school students were not. 2. Both immigrant and native female students had more the gram time and mathematics achievement was higher in 7th grade. The gram time of the native students increased over time, and that impacted on mathematics achievement decreasingly. 3. The socioeconomic status (SES) of native, immigrant and da-shin junior high school students were higher in 7th grade respectively, and their mathematics achievement was higher. However, the SES did not affect mathematics achievement in five semesters. 4. The more the cultural capital of the native students were, the lower mathematics achievement was. But, the effect of the cultural capital of da-shin junior high students on mathematics achievement was decreasingly. 5. The initial point and the slope of the mathematics achievement was a positive correlation in da-shin junior high school students. To sum, native and da-shin junior high school students' mathematics achievement decreased over time, and the gram time, cultural capital and SES impacted on mathematics achievement. |