符號互動論下的牽教與眼緣效應：教師支持、貧窮能動性對貧窮學生學業表現的影響

PEDAGOGICAL GUIDANCE AND PREFERENTIAL RECOGNITION UNDER SYMBOLIC INTERACTIONISM: THE IMPACT OF TEACHER SUPPORT AND POVERTY AGENCY ON THE ACADEMIC PERFORMANCE OF DISADVANTAGED STUDENTS

研究目的
本研究運用符號互動論，提出「牽教」與「眼緣」概念，以探討教師支持與貧窮能動性如何影響學業表現。牽教效應指教師提供支持性互動影響學生的學業表現，眼緣效應則指貧窮能動性影響教師對其提供選擇性支持。本研究強調這兩者並非單向關係，而是雙向動態機制：教師支持可能強化貧窮學生的能動性；反之，貧窮學生若先展現高度能動性，則更可能獲得教師的選擇性支持。
研究設計／方法／取徑
分析的資料來自臺灣貧窮兒少資料庫三波縱貫性數據，針對三波皆有接受訪問的1,328名貧窮學生進行多元線性迴歸分析。教師支持作為牽教效應的代理變項，貧窮能動性則透過現況適應、勤奮向上與未來教育三項指標作為衡量教師選擇性支持的依據，學業表現以班級排名作為結果變項。並透過區分「牽教強化眼緣」與「眼緣促成牽教」兩種情境，探討對於學業表現的關聯路徑。
研究發現或結論
研究結果證實，教師支持與貧窮能動性之間存在雙向影響。貧窮學生的能動性在教師支持與學業表現之間扮演關鍵中介角色，「勤奮向上態度」與「未來教育理想」完全中介教師支持對班級排名的影響，顯示教師支持需透過學生的學習動機與長期規劃才能轉化為學業成就。此外，「教師支持」則在貧窮能動性與學業表現之間扮演部分中介角色，主要以展現出較高的勤奮向上態度更容易觸發教師的支持性互動並對學業排名帶來直接與間接的正向影響。
研究原創性／價值
本研究以符號互動論為基礎，創新引入臺灣社會文化中的「牽教」與「眼緣」，解析其如何形塑貧窮學生的學業發展。符號互動論強調社會行為的意義透過日常互動建構，而師生關係正是典型的符號交換場域，教師則扮演重要他人角色。本研究聚焦於教師支持與貧窮能動性之間的動態關係，突破傳統將教師影響視為單向作用的框架。研究結果填補過往對貧窮學生學業發展與師生互動機制的理解空缺，並提供實證依據，為臺灣教育政策在翻轉貧窮弱勢、促進教育公平及強化師生支持機制方面提供重要參考。
教育政策建議或實務意涵
由於教師支持與貧窮能動性共同影響貧窮學生的學業發展，因此教育政策應同步強化兩者。在教師層面，應提升識別與輔導弱勢學生的能力，並鼓勵提供個別化學業支持，幫助學生有效運用資源。在學生層面，應推動學業動機強化機制，如目標設定與回饋計畫，以利其努力能被看見並獲得適時支持。此外，學校應建立公平透明的學業評估制度，透過學習歷程紀錄與多元評量，確保具潛力的學生獲得適當資源，避免教育機會侷限於少數人。這些策略將提升師生互動效益，進而促進貧窮學生的學業成就與教育公平。

Purpose
Drawing on symbolic interactionism, this study examines how pedagogical guidance (Qianjiao) and preferential recognition (Yanyuan) help explain the relationship between teacher support, poverty agency, and academic performance among disadvantaged students. Pedagogical guidance refers to teachers’supportive interactions toward students, whereas preferential recognition denotes the selective allocation of support contingent on teachers’interpretations of students’displayed agency. Rather than a one-way process, we theorize a bidirectional, process-oriented mechanism in which teacher support may reinforce students’agency, and students who exhibit stronger agency may be more likely to receive selective support.
Design/methodology/approach
Data are drawn from three waves of the Taiwan Database of Children and Youth in Poverty (TDCYP). We analyze 1,328 students from socioeconomically disadvantaged backgrounds who participated in all three waves using multiple linear regression. Teacher support is used as a proxy for pedagogical guidance. Poverty agency is measured by three indicators—current adaptation, diligence (an upward-learning attitude), and future educational aspirations—which function as cues for teachers’selective support. Class ranking operationalizes academic performance. We estimate two corresponding models to compare two theorized pathways—one emphasizing pedagogical guidance and the other preferential recognition—to assess their associational links with academic outcomes.
Findings/results
Results indicate reciprocal associations between teacher support and poverty agency with respect to academic performance. Poverty agency plays a key mediating role in the relationship between teacher support and class ranking: diligence and future educational aspirations fully mediate the association between teacher support and class ranking, consistent with the interpretation that support is channeled via students’motivation and long-term planning. Conversely, teacher support partially mediates the association between poverty agency and class ranking; students who demonstrate greater diligence are more likely to elicit supportive interactions from teachers, which are associated with both direct and indirect improvements in class ranking.
Originality/value
Anchored in symbolic interactionism, the study introduces and operationalizes the culturally embedded notions of Qianjiao and Yanyuan to explain how teacher–student interactions shape the academic development of disadvantaged students, with the classroom conceptualized as a prototypical arena of symbolic exchange and teachers acting as significant others. By focusing on the dynamic interplay between teacher support and poverty agency, the analysis moves beyond unidirectional accounts of teacher influence and illuminates the symbolic processes through which meanings are constructed in everyday classroom interactions. The evidence helps address gaps in research on disadvantage, academic development, and teacher–student mechanisms, and informs education policies in Taiwan aimed at mitigating poverty-related disadvantages, promoting educational equity, and enhancing support structures.
Implications for policy/practice
Given that teacher support and student agency jointly bear on academic development, policy should strengthen both. At the teacher level, build teachers’capacity to identify and counsel disadvantaged students and encourage teachers to provide individualized academic support to students so that they can use resources effectively. At the student level, implement motivation-enhancing mechanisms (e.g., goal setting and formative feedback) to ensure that efforts are recognized and supported in a timely manner. Schools should adopt fair and transparent assessment systems—drawing on learning portfolios and a diverse range of assessments—to direct appropriate resources to students with potential and avoid concentrating opportunities among a select few.