家庭社經地位與班級經營效能對學生自我效能感之影響：階層線性模式分析

Analysis on Effect of Family Social-Economic Status and Class Management Efficacy on Students' Self- Efficacy by Hierarchical Linear Model

基於跨層次分析的研究觀點逐漸受到教育組織行為研究者所重視，本研究以Bandura（1986）的社會認知論理論為基礎，探討個人層次的家庭社經地位與班級層次的班級經營效能對學生自我效能感之影響。本研究透過對臺南市237個班級，5,887位國小學生的調查，使用階層線性模式進行資料分析。本研究結果顯示，家庭社經地位對學生自我效能感有顯著正向的影響效果；班級經營效能（教學品質、親師溝通、班級常規）對學生自我效能感有顯著正向的直接影響效果，且有效解釋學生自我效能感的多數變異；班級經營效能不僅具有直接影響效果，還扮演調節效果角色，其中，教學品質在「家庭社經地位對學生自我效能感的影響關係」中存在負向調節效果，親師溝通在「家庭社經地位對學生自我效能感的影響關係」中存在正向調節效果。針對上述結果，本研究提出相關的討論與建議。

Owing to the growing amount of attention on multilevel analysis research from scholars for organizational behavior in education, this study explored the effect of individual's family social-economic status and classroom management efficacy on students' self-efficacy based on Social Cognitive Theory proposed by Bandura (1986). This study conducted a survey on 5,887 elementary school students over 237 classes in Tainan City. It used hierarchical linear model to analyze data. The results showed family social-economic status had significantly positive effect on students' self-efficacy. Classroom management efficacy (i.e. teaching quality, teachers-parents communication and classroom discipline) had significantly direct effect on students' self-efficacy, and this was effective to explain most variance of students' self-efficacy. Classroom management efficacy not only had significantly direct effect, it also played a moderating role. In classroom management efficacy, teaching quality had negative moderating effect on 'effect of family social-economic status on students' self-efficacy.'Parent-teacher communication had positive moderating effect on 'effect of family social-economic status on students' self-efficacy.'According the results, this study proposed some related discussion and suggestion.