經濟弱勢學生學習態度與學業表現之縱貫研究

Longitudinal Study of Economically Disadvantaged Student's Learning Attitude and Academic Performance

本研究旨在探討經濟弱勢學生學習態度與學業表現之關聯性及發展變化。本研究採用縱貫性調查，以臺灣貧窮兒少資料庫：弱勢兒少生活趨勢調查（Taiwan Database of Children and Youth in Poverty〔TDCYP〕）之學生問卷（2009年、2011年及2013年），三個時間點的重覆測量，共計1,265位固定樣本追蹤資料。以交叉延宕模型（Autoregressive Cross-Lagged Model〔ARCL〕）及潛在成長曲線模型（Latent Growth Curve Model〔LGCM〕）進行資料分析。研究結果發現：(1)從交叉延宕模型分析結果，學習態度與學業表現存在相互影響效應；(2)經濟弱勢學生學習態度起始狀態與學習態度成長速率具有預測效果；(3)學習態度對學業表現有因果關係之影響，學習態度起始狀態與成長率對於學業表現之起始狀態與成長速率有顯著正向效果。文末，根據研究結果進行討論與建議。 The purpose of the present study is to investigate the relationship between learning attitude, academic performance, and developmental changes in economically disadvantaged students. Using a longitudinal approach, panel sample data were collected from 1,265 financially disadvantaged students within the Taiwan Database of Children and Youth in Poverty (TDCYP) in three waves: 2009, 2011, and 2013. Data analysis was performed using the autoregressive cross-lagged model (ARCL) and the latent growth curve model (LGCM). Results are as follows: 1) In the ARCL model, there was mutually influential relationship between learning attitude and academic performance. 2) The initial state of learning attitude could forecast the growth rate of learning attitude for economically disadvantaged students. 3) There was a causal relationship between learning attitude and the effects of academic performance. The initial state and growth rate of learning attitude exerted significantly positive effects on the initial state and growth rate of academic performance. The study provides suggestions based on the results.