高中生學習困擾與基本素養關係之多群組樣本分析：以學校環境因素為中介變項

A Multi-Group Analysis Study on the Relationship between Senior High School Students’ Learning Disturbance and Basic Competencies: School-Related Factors as the Mediator

本研究旨在探究高中生學習困擾與基本素養間的關係，並且以學校環境因素中的教師支持、教師教學表現，以及學校滿意為中介變項；此外，本研究亦檢視學習困擾、教師支持、教師教學表現，以及學校滿意度對基本素養的影響，是否存在著高中生、高職生、五專生，以及進修專校學生之間的差異。研究對象來源為臺灣後期中等教育長期追蹤資料庫中的105 學年度高二／專二學生，樣本數共21,594人，研究分析採用結構方程模式檢驗潛在變項間的關係，並再以多群組分析檢驗結構關係的教育類型差異。研究發現，學習困擾會透過教師教學表現、教師支持、學校滿意對基本素養產生間接效果，此外，學習困擾會透過教師教學表現，再透過學校滿意對基本素養產生間接效果，教師教學表現也會透過學校滿意對基本素養產生間接效果。而在上述的間接效果中，以教師支持的中介影響最為顯著。進一步的多群組分析發現，除了學習困擾對教師支持的關係在高職及五專生未達顯著之外，其餘不論是高中、高職、五專或是進校生，學習困擾、教師支持、教師教學表現、學校滿意度對基本素養皆具有顯著的預測能力。並且，結構係數的比較也發現，高中生的結構係數會明顯高於高職生與進校生，但是高中與五專生無明顯差異。

This study aims to discuss the relationship between senior high school students’learning disturbance and basic competencies, where teacher support and teachers’teaching performance in school-related factors and satisfaction with school are used as the mediators. The effects of learning disturbance, teacher support, teachers’teaching performance, and satisfaction with school on basic competencies are also reviewed in this study for the differences among upper secondary students, vocational students, junior college students, and further-study students. Total 21,594 samples of high school 11th graders and sophomore of junior colleges in the academic year 2016 are acquired from the Taiwan Upper Secondary Education Database as the research subjects. Structural Equation Model is applied to test the relationship among latent variables, and multi-group analysis is further utilized for testing the education type difference in the structural relationship. The research findings show that learning disturbance would indirectly affect basic competencies through teachers’teaching performance, teacher support, and satisfaction with school. Furthermore, learning disturbance would indirectly affect basic competencies through teachers’teaching performance and then through satisfaction with school. Teachers’teaching performance would also indirectly affect basic competencies through satisfaction with school. Among above indirect effects, teacher support appears the most significant mediation. The multi-group analysis further reveals that learning disturbance does not show remarkable effects on teacher support for vocational and junior college students. The rest upper secondary, vocational, junior college, or further-study students present notable prediction of learning disturbance, teacher support, teachers’teaching performance, and satisfaction with school on basic competencies. Moreover, the comparison of structural coefficients also reveals obviously higher structural coefficients of upper secondary students than vocational and further-study students, while no obvious difference appears on upper secondary and junior college students.