| 英文摘要 |
Subject supplementary education has always been regarded as a very important after school educational resource, and thus many researchers consider the influence of subject supplementary education on the ethnic learning gap. However, the number of subject supplementary educational resources is not only associated with families’ socioeconomic status, but also varies over times. Therefore, the influence of continuous dynamic changes on the learning achievements of students of different populations is worthy of investigation. Given that there is a lack of studies that can provide answers to this issue, this study used the 3-year follow-up general survey on elementary school students and parents (N = 8,960) from Pingtung Education Longitudinal Survey(PELS), and applied latent growth curve modeling to analyze the dynamic influence of subject supplementary education (including time and cost) on the ethnic gap in learning achievements at multiple time points. The research findings showed that: firstly, the subsequent amount of supplementary education received by students who had received a larger amount of initial subject supplementary education did not rapidly increase with the amount of the initial subject supplementary education. Moreover, while the amount of initial supplementary education did not have a significant influence on future learning performance, it has a significantly positive influence on the increased amount of supplementary education. Furthermore, the initial learning performance of students who are aborginals or whose mothers are from the Southeast Asian countries was poor, and the increase in their amount of subject supplementary education was relatively less compared with that of their counterparts, as well as their future learning performance was significantly much poorer. Finally, neither the increased amount of subject supplementary education of new immigrant students whose mothers are from Mainland China, nor their future learning performance, showed inferiority. |
