家庭社經地位對英語學習成就的影響：六個平行中介變項之探究

The Impact of Family Socioeconomic Status on English Learning Achievement: An Exploration of Six Parallel Mediators

家庭社經地位與學習成就之間存在許多中介因素，然而現有研究分析此議題僅以少數幾個中介因素，並以Sobel（1982）或Baron與Kenny（1986）的方法檢定中介效果，但這些方法沒有考量資料常態性問題。本研究目的在探討學生的家庭社經地位與英語學習成就之關係，從基隆市國民中學學習狀況調查資料庫蒐集七年級775名學生，以六個平行中介變項的模式，運用PROCESS軟體之拔靴法檢定中介效果。研究顯示：（一）家庭社經地位正向顯著影響家庭文化資本、補習英語時間、英語學習動機、家長教育期望、自我教育期望與閱讀態度；（二）家庭社經地位及六個中介變項正向顯著影響英語學習成就；（三）六個中介變項對英語學習成就具有部分中介效果，其效果量依序為自我教育期望、家庭文化資本、補習英語時間、家長教育期望、英語學習動機與閱讀態度。雖然家庭社經地位透過六個平行中介變項影響英語學習成就，但六個中介變項之間的間接效果沒有明顯差異。本研究以六個平行中介變項來瞭解家庭社經地位與學習成就之關係，除了支持家庭地位直接對學習成就明顯影響之外，學校及教師和家長應瞭解六個中介變項的實務意義，以提升學生英語學習成就。

There are many mediating factors between family socioeconomic status and academic achievement. However, existing research on this is¬sue often employed a few mediating factors, and tested the mediation effect using the method of Sobel (1982) or Baron and Kenny (1986). These methods did not consider data normality. The purpose of this study is to explore the relationship between students’family socioeconomic sta¬tus and English learning achievement. 775 seventh-grade students were collected from the learning status survey database of Keelung National Middle School, using a model with six parallel mediation variables, the bootstrap method of the PROCESS software was employed to examine the mediation effect. The research showed that: 1. Family socioeconomic status positively and significantly affected six mediating variables, includ¬ing family cultural capital, English tutoring time, English learning mo¬tivation, parents’educational expectations, self-education expectations and reading attitude. 2. Family socioeconomic status and six mediating variables positively and significantly affected English learning achieve¬ment. 3. The six mediating variables had a partial mediating effect on English learning achievement, and their effect sizes were, in order, self-educational expectations, family cultural capital, tutoring English time, parents’educational expectations, English learning motivation and read¬ing attitude. Although family socioeconomic status affects English learn¬ing achievement through six parallel mediating variables, there was no significant difference in the indirect effects among the six mediating vari¬ables. This study employed six parallel mediating variables to explain the relationship between family socioeconomic status and academic achieve¬ment. In addition to supporting the obvious direct impact of family status on academic achievement, schools, teachers and parents should under¬stand the practical significance of the six mediating variables. To improve students’English learning achievements.