國中生的個人特質與家庭文化資本對英語學習成就影響之研究

The Impact of Junior High School Students’Characteristics and Family Cultural Capital on English Learning Achievement

本研究探討學生特質（包括自我教育期望、學習自信、學習動機與自律學習）以及家庭文化資本（包括補習時間、寫作業時間與學習資源）對英語學習成就預測，以國中生學習狀況資料庫3,100筆資料研究顯示：五個學期除了寫回家作業對學習成就為負向顯著之外，自我教育期望、學習自信、學習動機、自律學習、補習時間、學習資源對學習成就有正向顯著影響，七個投入因素對學習成就預測力在42%至47%，其中自我教育期望與學習動機重要性排前三名，寫回家作業時間排最後。隨著學期往後，自我教育期望重要性降低，而自律學習及學習動機的重要性提高，九年級下學期自律學習成為重要因素。令人訝異的是寫回家作業愈多，反而讓英語學習成就降低。結論提供執行雙語政策參考。

This study explores the prediction of English learning achievement by student characteristics (including self-education expectations, learning confidence, learning motivation and self-disciplined learning) and family cultural capital (including tutoring time, homework time and learning resources). Based on a study of 3,100 students from the learning status database of junior high school students, it showed that in the five semesters, in addition to homework assignments being negatively significant on academic achievement, self-educational expectations, learning confidence, learning motivation, self-disciplined learning, tutoring time, learning resources had a positively significant impact on learning achievement. The seven input factors had a predictive power of 42% to 47% on learning achievement. Among them, self-education expectations and learning motivation rank in the top three, and time to write home homework ranks last. As the semester went on, the importance of self-education expectations decreased, while the importance of self-disciplined learning and learning motivation increased. Self-disciplined learning became the most important factor in the second semester of ninth grade. Surprisingly, the more homework you write at home, the lower your English learning performance will be. The conclusion provided a reference for bilingual policies.