國中生家庭社經地位與數學學習動機對數學補習時間變化軌跡的影響分析

Effects of Family Socioeconomic Status and Mathematics Learning Motivation on the Growth Trajectory of Mathematics Tutoring Time for Junior School Students

本研究以五學期1,234名國中生資料，透過單變項重複量數變異數分析、迴歸分析與潛在成長模式分析研究顯示：國中生數學補習時間變化軌跡呈直線式下降，七年級下學期數學補習時間最多，隨著學期往後愈來愈少。七年級下學期的家庭社經地位愈高，數學補習時間愈多，然而七年級下學期的家庭社經地位愈高，對後來五學期數學補習時間變化沒有顯著影響。七年級下學期的數學學習動機愈高，數學補習時間愈多，然而七年級下學期的數學學習動機愈好，在後來五學期數學補習時間減少。本研究重點在於發現，國中生數學補習時間明顯直線下降，長期來看，不僅學生家庭社經地位對數學補習時間沒有明顯影響，而且七年級生數學學習動機愈好，後續五學期數學補習時間逐漸減少。

This study analyzed data from 1,234 students across five semesters by employing repeated-measures analysis of variance, regression analysis, and the latent growth model. The findings are as follows. The growth trajectory of mathematics tutoring time for junior school students exhibited a linear downward trend. Students devoted the most time to mathematics tutoring in the second semester of seventh grade; however, this time decreased in subsequent semesters. Higher family socioeconomic status in the second semester of seventh grade was correlated with increased time spent on mathematics tutoring. However, family socioeconomic status during this period did not significantly influence changes in tutoring time over the subsequent five semesters. Moreover, greater motivation for mathematics learning in the second semester of seventh grade was correlated with increased time spent on mathematics tutoring. However, stronger motivation for mathematics learning in the second semester of seventh grade led to a decrease in the mathematics tutoring time over the following five semesters. This study observed a significant decrease in mathematics tutoring time among junior high school students over time. Importantly, over the long term, family socioeconomic status exhibited no significant effect on the mathematics tutoring time, and stronger motivation for mathematics learning in seventh grade was correlated with a gradual decrease in tutoring time over the subsequent five semesters.