國中生的家庭學習資源變化軌跡對學習成就的影響：數學學習動機變化軌跡為中介變項

The Relationships Among Number of Siblings, Family Learning Resources, Learning Interest and Learning Achievement of Junior High School Students

家庭資源稀釋理論指出，家庭子女數過多會瓜分手足之間的資源，進而影響學習成就。近年來少子化趨勢，國中生手足數與學習成就之間的關聯常為人忽略。本研究以基隆市國中生學習狀況調查資料庫的資料，探討家庭手足數、家庭學習資源及學習興趣與國文、英語、數學、自然、健康與體育、社會、藝術與人文、綜合活動領域學習成就的關聯性。在15所國中1,586名學生資料透過多變量變異數分析及迴歸分析研究顯示：不同手足數的國中生在國文、英語、數學、自然、健體、社會、綜合活動領域的學習成就有明顯差異，而藝術與人文的學習成就沒有明顯不同。雖然獨生子女擁有較多資源，但這不是家庭資源最好分配，而是家庭平均2位子女的學習資源分配最佳；若以父母親經濟收入來看，平均2位子女的父母經濟收入分配最佳。這與家庭資源稀釋理論論點不同。由於手足數與學習成就之間呈現倒U型關係，這反映出獨生子女的學習成就不是最好，而是家庭平均有2至3位手足在八個領域學習成就最好。本研究除了把手足數納入分析之外，也納入家庭學習資源及各科學習興趣分析發現，這兩者對學習成就仍有提升效果，尤其學習興趣比家庭學習資源的影響力大。本研究特色在於有系統分析不同手足數的學習成就差異以及手足數在2位的家庭資源分配最佳，以及他們的學習成就最好。學校、教師及家長應正視此問題，提出因應對策。

The theory of family resource dilution pointed out that too many children in a family will divide the resources between brothers and sis¬ters, which in turn will affect academic performance. With the trend of declining birth rate in recent years, the relationship between the number of siblings and academic achievement of junior high school students is often overlooked. This research used the data from the survey database of junior high school students in Keelung city to explore the relationship between the number of siblings, family learning resources and learning interests, and learning achievements in Chinese, English, mathematics, nature, fitness, society, art and humanities, and comprehensive activities respectively. The data of 1,586 students in 15 junior schools were ana¬lyzed through multivariate variance analysis and regression analysis. The conclusions showed that students with different numbers of siblings had different learning achievements in Chinese, English, mathematics, na¬ture, fitness, society, and comprehensive activities respectively. Signifi¬cant differences were observed, while learning achievement in the arts and humanities was not significantly different. Although the only child has more resources, this was not the best distribution of family resources, but the average number of 2 children in a family was the best distribution of learning resources; if we looked at the economic income of the parents, the average 2 children in the parents’economic income can be optimally distributed. This differs from the family resource dilution theoretical ar¬gument. Since there is an inverted U-shaped relationship between the number of siblings and academic achievement, that is, it was not the only child who has the best academic achievement, but an average of 2 to 3 siblings in the family who have the best academic achievement in eight domains. In addition to including the number of siblings in the analysis, this study also included home learning resources and learning interest in different subjects. The analysis found that these two still have an effect on improving learning achievement, especially learning interest had a great¬er impact than home learning resources. The characteristics of this study were the systematic analysis of the difference in learning achievement of different sibling numbers and the best allocation of resources in families with 2 siblings, as well as their best performance in learning achievement. Schools, teachers and parents should face up to this problem and put for¬ward countermeasures.