國中生學習領域表現因素之研究

Factors of Academic Achievement in Learning Areas of Junior High School Students

現有研究多探討學生的數學、科學與英語學習成就表現因素，忽略了對於藝術、健康與體育，以及綜合活動表現的分析。為了瞭解國中學生七大學習成就影響因素的情形。本研究採用「國民中學學習狀況之追蹤調查資料庫」數據，建立影響學習成就的理論模式，以746名基隆市國中生，使用多元迴歸分析獲得結論如下：（一）母親教育程度對七項學習成就都有正向影響，學生的性別、父親教育程度、補習時間與文化資本則沒有完全正向影響，而學生的母親國籍與雙親教育期望沒有顯著提升各學習領域的表現。（二）很重要的是，學生自我教育期望、學習動機與閱讀態度對於七大學習領域學習成就的影響都是關鍵因素。（三）學生與家人及同學互動對於七個學習領域沒有完全都影響，然而學生與導師互動對藝文、健體育與綜合活動學習表現有正向顯著影響。此外，母親教育程度較低的子女在藝文與健體、綜合活動學習表現較不利；同時新移民與本國籍子女在各領域學習表現並沒有明顯差異，這與社會常認為新移民子女表現較差的刻版印象有明顯不同。

Existing research focused on the performance factors of students' mathematics, science and English learning, ignoring the analysis of art, health and sports, and comprehensive activity performance. To understand the impacted factors of the seven academic achievement of the students, this study employed the data of ''Long-term Follow-up Survey Database of Junior High School Students Learning'' and constructed the theory model that influenced student academic achievement based on the research data collected from the Keelung City junior high students. This research used multiple regression analysis to analyze the factors. The selected samples of this research were 746 junior high school students. The results were the following: 1. The mother 's education level had a systemic positively effect on the seven learning achievements, however, gender, father 's education level, tutoring time and cultural capital had no systemic positively effect, besides the mother 's nationality and parental education expectations had no significant effect on academic achievement. 2. It was very important that student's self-education expectations, learning motivations and reading attitudes had a positive effect on learning achievements in the seven fields achievement respectively. 3. The interaction between students and families' members and the interaction of their classmates had no systematic impact on the seven field of achievement, while the interaction with their tutors had a positive and significant impact on the academic performance of arts, health and sports, and comprehensive activities. It was important that students whose mothers were less educated had poorer performance in integrated activities in arts, health and sports respectively; at the same time, there was no significant difference in the learning performance of new immigrants and students of their na- tionalities in various fields. This was different from the stereotyped impression that society often performed poorly on immigrant students.