中文摘要 |
移民與非移民子女學習表現差異長期以來受關注。在刻板印象中,移民子女學習表現低於非移民子女。近年來後設分析探討兩群學生學習成就差異因素,然而僅限於單一國家或區域分析,資料準確性受限且無法跨國比較。本研究蒐集77個國家(包括臺灣)資料有569,782名樣本,其中非移民與移民子女各為469,533名與100,249名,後設分析顯示:一、各國兩群子女的閱讀、數學及科學學習成就差異之平均效果量各為.170、.177、.189,屬低度效果量。在77個國家中,有55個國家非移民子女學習成就明顯高於移民子女,然而也有22個國家移民子女學習成就高於非移民子女。臺灣的非新移民子女在三項學習成就都明顯高於移民子女。二、美洲、歐洲及亞洲國家兩群子女閱讀、數學及科學學習成就差異,除了亞洲國家沒有明顯不同之外,歐洲及美洲國家的兩群子女在閱讀、數學及科學學習成就,非移民子女比起移民子女學習成就還要高。三、77個國家兩群子女之家庭財富差異、家長情緒支持差異及學習競爭力差異愈大,在閱讀、數學與科學學習成就差異效果量愈大。本研究貢獻在於發現,移民與非移民子女學習競爭力差異大,是學習成就差異效果量大的重要因素。針對結論深入討論提出建議。 |
英文摘要 |
The differences in learning performance between immigrant and local students have long attracted attention, and a stereotype has emerged that the learning performance of immigrant students is lower than that of local students. Although meta-analysis has recently been applied to investigation of the factors causing differences in learning performance between the two groups of students, these studies were mostly limited to a single country or region. In addition, the accuracy of the collected data has been called into question, preventing crosscountry comparisons. This study collected data from 77 countries (including Taiwan) and had a total of 569,782 samples, of which 469,533 and 100,249 were local and immigrant children respectively. The following conclusions were obtained from meta-analysis of the data: 1. The average effect size of differences between the two groups of children in 77 countries was 0.170, 0.177, and 0.189 for reading, mathematics and science learning achievement respectively, which indicated low-level effect size. Among the 77 countries, local students in 55 countries performed significantly better than immigrant students. However, in 22 countries, immigrant students performed better than local students. Local students in Taiwan had significantly higher performance in the three academic areas than immigrant students, however. 2. If analyzed by geographical area, the differences in reading, mathematics and science learning achievement between the two groups of children in the Americas, Europe, and Asian countries were not significantly different, except that in Asian countries, local students have higher academic achievement than immigrant children. 3. Meta-regression analysis showed that the greater the difference in family wealth, parental emotional support, and the learning competitiveness of the two groups of students in each country, the greater the effect size of the difference in performance in reading, mathematics, and science learning respectively. The major contribution of this study lies in the use of meta-analysis to understand the difference in learning performance between immigrants and local students on a global scale. More importantly, the difference in learning competitiveness between the two groups of students was the most important factor in the large effect size of the differences in learning performance. This paper also includes in-depth discussion of the foregoing conclusions and suggestions. |