學校組成特色和閱讀優勢對學生閱讀成績的跨層次影響：以台灣2011年PIRLS資料進行多層次研究

The Cross-Level Effects of School Characteristics and Perceived Reading Advantage on Student Reading Achievement: Multilevel Study of Taiwan PIRLS 2011

本研究的目的是針對學校層級如居住區域，家長對教育的投入（PI）和教師自我效能（TSE）與學生層級如學生的閱讀優勢（PRA）對閱讀成績的影響進行研究調查。從台灣2011年PIRLS數據庫中選出了147個學校（學校層級）和4,217個匹配的四年級（學生層級）的資料庫。我們採用階層線性建模來分析本研究中的數據。結果表明，在學生層級上，認知閱讀優勢對學生閱讀成績有積極影響。在學校層面上，家長與教師自我效能對學生閱讀成績有重要的影響。此外，本研究中，居住區域，家長投入和教師自我效能並無調節效果。

The purpose of this study was to investigate the impacts of area, parental input (PI), and teachers' self-efficacy (TSE) according to school characteristics, as well as students' perceived reading advantage (PRA) as it relates to reading achievement. A two-level database of 147 schools (macro-level) and 4,217 matched fourth graders (micro-level) was selected from the Taiwan PIRLS 2011 database. We adopted hierarchical linear modeling to analyze the data in this study. The results indicated that at the micro-level, perceived reading advantage had a positive and significant influence on students' reading achievement. At the macro-level, parental input and teachers' self-efficacy had significant effects on student reading achievement. In addition, area, parental input and teachers' self-efficacy exhibited no moderator effects in this study. According to the research findings, the researchers illustrated issues pertaining to suggestions for future research.