英文摘要 |
There are mediated factors between family socioeconomic status and learning achievement, but the existing researches mostly used a single mediated model to analyze, and seldom used multiple mediated models to explore. Since the 2000 Programme for International Student Assessment expanded the measurement connotation of family socio-economic status, it was different from the existing measurement. This study used 5,540 students from Taiwan who participated in the PISA in 2018 to construct a multiple mediated model. Through the bootstrapping method, the mediated effect of family socioeconomic status and learning achievement was tested, and the conclusions were obtained: 1. The family socioeconomic status was correlation among educational expectations, cooperative learning, self-efficacy and like to read. 2. Family socioeconomic status, educational expectations, cooperative learning, self-efficacy, and like to read affected reading learning achievement. 3. The socioeconomic status of the family affected reading learning achievement through educational expectations, cooperative learning, self-efficacy, and like to read, which has a partial mediating effect. Family socioeconomic status affected reading learning achievement as a whole through four mediators, and these mediated effects were in order like reading, educational expectations, self-efficacy, and cooperative learning. The contributions of this research was to explore with multiple mediators and found that like to reading was an important performance factor in reading learning. Schools and teachers should encourage students to read so that students like to read. |