學生閱讀勝任感對教師閱讀教學活動量、班級經營、閱讀教學自主支持與學生閱讀表現之多層次中介效果研究：兼論教育分流的影響

A Multilevel Mediation Study of Students’Reading Competence on Teachers’Reading Activities Volume, Classroom Management, Teachers’Reading Autonomy Supports, and Student Reading Performance: The Effects on Educational Tracking

研究目的
閱讀能力良窳是影響學生習得新知的關鍵，教師營造優質的閱讀學習環境可促進學生閱讀勝任感與閱讀表現。本研究即探討教師閱讀教學三要素：閱讀教學活動量、班級經營、閱讀教學自主支持對學生閱讀勝任感及閱讀素養表現的影響。我國因教育分流制度，學生於後期中等教育階段會在不同主課程環境下學習，了解修習不同主課程之普通高中、技術高中學生的閱讀表現及其影響因素有其必要性。是以，本研究探討教師閱讀教學三要素，對修習不同主課程的學生閱讀表現的影響，並檢視學生閱讀勝任感之中介效果。
研究設計／方法／取徑
本研究分析臺灣PISA 2018中的普高與技高共142所學校，4,901名學生的閱讀素養表現分數、問卷資料及1,103名國文教師的問卷資料。研究方法是採用多層次中介效果模型分析教師層次與學生層次各變項間的影響程度。
研究發現或結論
首先，本研究發現教師的閱讀教學活動量與班級經營影響普高學生閱讀素養表現；教師的班級經營對技高學生閱讀素養表現也呈正向影響。其次，教師的閱讀教學活動、班級經營正向影響普高學生的閱讀勝任感；教師的班級經營對技高學生閱讀勝任感也呈正向影響。第三，普高、技高學生閱讀勝任感對學生閱讀素養表現皆呈正向影響。最後，普高學生的閱讀素養分數高於技高學生。教師的閱讀教學活動量、班級經營對普高學生的閱讀勝任感、閱讀素養表現具正向影響，閱讀勝任感部分中介了教師閱讀教學、班級經營對學生閱讀表現的影響。技高部分則是教師的班級經營對學生的閱讀勝任感、閱讀素養表現具正向影響，閱讀勝任感部分中介了教師班級經營對學生閱讀表現的影響。
研究原創性／價值
本研究發現無論是普高或技高，在教師的閱讀教學三要素中，以班級經營對學生閱讀勝任感、閱讀素養表現的影響最大，顯示班級經營在促進學生專注及參與課堂閱讀活動的重要性及對學生閱讀能力的影響。此外，本研究也探討了教育分流下，修習不同主課程學生閱讀素養的差異情形及學生閱讀勝任感對教師閱讀教學三要素與學生閱讀素養表現的中介效果。
教育政策建議或實務意涵
本研究基於研究發現建議教師透過在職研習或社群交流精進班級經營能力，以促進學生融入閱讀教學活動。此外，也依主課程之別，分別建議普高、技高教師採用主題式跨領域閱讀活動、閱讀理解策略教學融入國文課程，以增進學生的閱讀素養。

Purpose
Reading skills are crucial for students to acquire knowledge. The excellent reading and learning environment created by teachers can enhance student reading competency and reading performance. This study explored how three elements of reading education, namely the volume of reading activities conducted by teachers, the classroom management, and teachers’reading autonomy supports, affected student reading competency and reading performance. In the educational tracking system of Taiwan, students undergo general or vocational education after junior high school, and they receive different curricula. Therefore, understanding the reading performance of general high school students and vocational school students and the factors affecting their reading performance is crucial. Accordingly, this study investigated the effects of the three aforesaid elements on the reading performance of students in different curricula and reviewed the mediating role of student reading competency in these effects.
Design/methodology/approach
This study analyzed data collected from 142 Taiwanese general high schools and vocational schools that participated in the 2018 Programme for International Student Assessment, which assessed the reading performance of 4,901 students and collected the questionnaire responses of these students and 1,103 Chinese language teachers. A multilevel mediation model was used to analyze the effects of various variables pertaining to the teacher level and student level.
Findings/results
First, reading activity volume conducted by teachers and classroom management affected the reading performance of the surveyed general high school students, and classroom management had a positive effect on the reading performance of the surveyed vocational school students. Second, reading activity volume conducted by teachers and classroom management had a positive effect on the reading competency of the general high school students, and classroom management had a positive effect on the reading competency of the vocational school students. Third, the reading competency of the general high school students and vocational school students had a positive effect on their reading performance. Finally, for reading performance, the general high school students outperformed the vocational school students. Reading activity volume conducted by teachers and classroom management had positive effects on the reading competency and reading performance of the general high school students, and reading competency partially mediated the effects of reading activity volume conducted by teachers and classroom management on student reading performance. The classroom management of vocational school teachers had a positive effect on the reading competency and reading performance of the vocational school students, and reading competency partially mediated the effect of classroom management on student reading performance.
Originality/value
This study revealed that the classroom management conducted by teachers had the most substantial effects on the reading competency and reading performance of both general high school students and vocational school students, highlighting the essential role of teachers in fostering student attention and participation in class reading activities and enhancing student reading skills. This study also explored the reading performance of students who underwent distinct curricula in general education or vocational education, how their reading performance was affected by the three elements of reading education, and the mediating effects of student reading competency.
Implications for policy/practice
The findings of this study suggest that teachers should improve their classroom management through in-service training or the learning communities to increase student engagement in reading activities. Furthermore, general high school teachers and vocational school teachers should implement theme-based interdisciplinary reading activities and reading comprehension strategies in their Chinese language classes to improve the reading performance of their students.