家庭社經地位對數學學習成就的影響：以學生使用平板電腦、自我教育期望、自主學習、數學學習動機、家長關心子女課業、師生課堂互動關係為中介變項──以新竹縣某A學校為例

The Impact of Family Socioeconomic Status on Mathematics Learning Achievement: An Exploration of the Mediators of Tablet Computer Use, Self-Education Expectations, Self-Regulation Learning, Liking of Mathematics, Parents Caring About Their Children, and Teacher-Student Classroom Interaction–A Case Study of School A in Hsinchu County

本研究目的在探討國中生的家庭社經地位對於數學學習成就之影響，並瞭解家長關心子女課業、學生使用平板電腦、數學學習動機、自我教育期望、自主學習、師生課堂互動關係之中介變項在家庭社經地位與數學學習成就之間的效果。研究對象為新竹縣某A學校七年級與八年級學生，將之區分為參與及未參與數學學習扶助學生各190名及463名，透過自編問卷蒐集資料，統計分析結果發現：一、參加數學學習扶助方案學生之數學學習成就明顯高於未參加學習扶助方案者，代表學校執行數學學習扶助方案對提升數學學習成就有成效。二、兩群學生之家庭社經地位對於數學學習成就不僅有直接效果，也有間接效果。三、兩群學生之自我教育期望在家庭社經地位與數學學習成就上都是重要中介因素。四、未參與學習扶助方案學生之數學學習動機也是重要的中介因素，參與學習扶助方案學生則否。五、在學生使用平板電腦、家長關心子女課業、師生課堂互動關係以及自主學習上，既未對兩群學生數學學習成就有影響，在家庭社經地位與數學學習成就之間也不具中介效果。據此，學校應注意低社經地位學生數學學習表現，繼續執行數學學習扶助方案，改善數學學習成就低落學生，以提升數學學習成就。

The purpose of this study is to explore the impact of junior high school students' family socioeconomic status on their mathematics learning achievements, and to understand the mediating variables of parents' concern about their children's homework, students' use of tablet computers, math learning motivation, self-education expectations, self-regulation learning, and teacher-student classroom interaction. Effects between family socioeconomic status and mathematics academic achievement. Taking the seventh and eighth grade students of school A in Hsinchu County, they were divided into 190 and 463 students who participated in mathematics learning support and students who did not participate in mathematics learning support. Data were collected through self-compiled questionnaires and statistical analysis found that: (1) The mathematics learning achievement of students who participated in the mathematics learning assistance learning program was significantly higher than those who did not participate in the learning assistance program. The implementation of mathematics learning support learning programs on behalf of schools was effective in mathematics learning achievement. (2) The family socioeconomic status of the two groups of students had not only a direct effect on mathematics learning achievement, but also an indirect effect. (3) The self-education expectations of the two groups of students were important mediating factors in family socioeconomic status and mathematics learning achievement. (4) Students who did not participate in the learning assistance program also liked mathematics and were an important intermediary factor, but students who participated in the learning assistance program did not. (5) In addition to the use of tablet computers, parents' concern about their children's schoolwork, classroom interaction between teachers and students, and self-regulation learning of the two groups of students, they did not affect their mathematics learning achievement. There was also no mediating effect between family socioeconomic status and mathematics learning achievement. Schools should continue to implement mathematics learning support programs to improve students with low achievement in mathematics learning. At the same time, schools and teachers should pay attention to the mathematics learning performance of students with low socioeconomic status, and guide students to establish self-education expectations, guide students to math learning motivation, and improve their motivation to learn mathematics, to improve mathematics learning achievement.