給錢還是給關心？經濟不利或文化不利學生就學扶助措施效益分析──以經濟不利或文化不利學生身份別為干擾變項

FINANCIAL AIDS OR LIVING SUPPORT? LONGITUDINAL STUDY ON EDUCATION ASSISTANCE FOR SOCIOECONOMICALLY DISADVANTAGED STUDENTS AND ITS RELATIONSHIP WITH ACADEMIC PERFORMANCE-THE MODERATING ROLE OF STUDENTS' BACKGROUND

就學輔助措施乃協助經濟不利學生及文化不利學生的重要方式。本研究目的在分析經濟不利學生及文化不利學生參與就學輔助措施（學雜費減免、獎助學金、社團參與及課後輔導）對學業表現影響差異。本研究蒐集四波追蹤資料共計有效樣本5,895筆，針對就學輔導措施影響經濟不利學生及文化不利學生之學習成效進行縱斷面分析，進一步比較不同身分別學生的差異。潛在曲線成長模型（Latent growth curve modeling）分析結果發現：（1）短期內，各種輔助措施顯著影響學生學習成績表現；（2）長期而言，課輔參與對學生學期成績變動呈正向關聯，獎助學金與學期成績變動則是負向關係；（3）經濟不利學生及文化不利學生身份別對於就學輔助措施對學期成績的影響具有顯著干擾效果。本研究結果可作為未來學術及實務建議。

Education assistance is an important mean to support socioeconomically disadvantaged students. The study aims to investigate the relationship between various assistances means (i.e., scholarships, tuition and miscellaneous fees exemption, extracurricular involvement and after-class tutoring) and the students' academic performance by applying a longitudinal approach with four-wave panel sample data collected from 5,895 socioeconomically disadvantaged students. Data analysis was performed using the latent growth curve modeling (LGCM). In addition, different students' background and their academic performances are further investigated. The main findings are as follows: (1) In the short term, various education assistances affect students' academic performance; (2) In the long run, after-class tutoring is positively related to change in students' semester grades, while scholarships are negatively related to change in semester grades; (3) The effect of assistance means on students' academic performances is moderated by students' different backgrounds. The study provides practical suggestions for both practitioners and future studies based on the results.