英文摘要 |
In line with the New Southbound Policy, the government will implement New Residents Language Education in the 107th academic year. The languages of seven countries in Southeast Asia will be included in the curriculum of primary and secondary schools. Is this policy helpful for the students’ academic achievement? The data collected in Keelung City and used in this study were from the database established by the author. This study investigated the languages the junior high school students usually speak at home and also analyzed the effects of these languages on the academic achievement and well-being of these students. The results included the following: 1. It was found that frequent users of Mandarin at home significantly outperform those who frequently speak new residents’ language at home in their achievement in English, Mathematics, Arts and Humanities. However, no significant difference was found between students speaking new residents’ languages, Taiwanese, and Hakka. 2. No significant difference was found between the predictive power of the different languages that students usually speak at home on the students’ achievement in Science and Technology, Health and Physical Education, and Integrative Activities; their average achievement; and their well-being. 3. Students’ self-regulated learning, socioeconomic status, and educational self-expectation were found to have a significant, positive impacts on their performance in the seven major learning areas and their general achievement. 4. The students’ self-regulated learning was found to be a good predictor for their positive emotions, satisfaction with life, self-satisfaction, mental health, and well-being. Nevertheless, no significant difference was found between the types of language that the students usually speak at home and their well-being. |