潛在成長曲線探索國中生放學後閱讀時間變化軌跡對於學習成就的影響

Latent Growth Modeling Explores the Impact of Trajectories of After-School Reading Time on Junior High School Students’Academic Achievement

閱讀時間多寡與學習表現有密切關係，尤其國中生放學後的閱讀時間變化對學習成就影響很值得探討。本研究以基隆市國中生學習狀況資料庫，探討1,587名學生在五學期放學後的閱讀時間變化軌跡，並瞭解閱讀時間變化對學習成就的影響。在透過潛在成長模式分析之後，研究顯示：國中生在五學期放學後的閱讀時間變化軌跡呈不規則走向，七年級下學期與八年級下學期的閱讀時間多，九年級上學期閱讀時間最少，因而這兩個年級下學期的學生放學後之閱讀時間明顯高於九年級上學期，其他學期之間的閱讀時間沒有明顯不同。七年級下學期放學後的閱讀時間愈多，以及五學期的閱讀時間變化對於九年級的學習成就愈好。本研究特色在於發現，國中生放學後的閱讀時間為不規則變化，與預期會隨著學期往後推移愈來愈多不同，同時國中生在五學期放學後的閱讀時間變化對學習成就有提升效果。這代表教師及家長教導子女規劃放學後的閱讀時間與投入閱讀的重要性。針對結論進行討論，提出具體建議。

The amount of reading time is closely related to learning perfor¬mance. Therefore, the impact of changes in junior high school students’reading time after school on their academic achievement is worth ex¬ploring. This study employed the learning status database of junior high school students in Keelung City to explore the changing trajectory of reading time after school for 1,587 students in the five semesters, and to understand the impact of changes in reading time on academic achieve¬ment. Through latent growth model analysis, this study showed that the trajectory of junior high school students’reading time after school in the fifth semester showed an irregular trend, with more reading time in the second semester of seventh grade and the second semester of eighth grade, and more reading time in the first semester of ninth grade. At least, therefore, the reading time after school for students in the second semester of these two grades was significantly higher than that of the first semester of ninth grade, and there was no significant difference in read¬ing time between other semesters. The more reading time after school in the second semester of seventh grade and the change in reading time in the fifth semester, the better the academic achievement of ninth grade. The characteristic of this study was that it found that the reading time after school for junior high school students changed irregularly, which was different from the expected increase as the semester goes by. At the same time, the change in reading time after school during the five semes¬ters had an effect on improving academic achievement. This showed the importance of teachers and parents teaching their children to plan their reading time after school and devoted themselves to reading. Discussed the conclusions and made specific recommendations.