脈絡因素、學業自我概念、與學習投入對學業表現的影響：臺灣國小三年級經濟弱勢與一般學生之比較

陳慧蓉; 張郁雯; 薛承泰

doi:10.6151/CERQ.201806_26(2).0003

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P73 - 107

社会科学 > 教育学

DOI： 10.6151/CERQ

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脉络因素、学业自我概念、与学习投入对学业表现的影响：台湾国小三年级经济弱势与一般学生之比较

THE INFLUENCE OF SOCIAL CONTEXT, ACADEMIC SELF-CONCEPT, AND LEARNING ENGAGEMENT ON ACADEMIC ACHIEVEMENT: A COMPARISON OF ECONOMICALLY DISADVANTAGED AND GENERAL THIRD GRADERS IN TAIWAN

陈慧蓉(Karen Hui-Jung Chen) ；张郁雯(Yuwen Chang) ；薛承泰(Cherng-Tay Hsueh)

当代教育研究季刊； 26 卷 2 期 (2018 / 06 / 01) ， P73 - 107

繁体中文 DOI： 10.6151/CERQ.201806_26(2).0003

经济弱势学生；脉络因素；学业自我概念；学习投入；学校关系；学习投入的动机历程理论； Economically Disadvantaged Students ； Social Context ； Academic Self-concept ； Learning Engagement ； School Relationship ； Motivational Model of Engagement

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摘要 │ 参考文献 (87) │ 被引用文献 (11) │ 国际计量

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Purpose: To close the achievement gap between economically disadvantaged and general students, factors affecting academic performance should be identified. Referring to the Self-System Model of Motivational Development (SSMMD), this study proposed a model called ＂Motivational Model of Engagement (MME)＂ by adding two social context variables: home educational resources and parental involvement. The study investigated the empirical applicability of the model and identified the factors contributing to the achievement gap between economically disadvantaged students and others. Design/methodology/approach: A survey was conducted with a two-stage cluster sampling using probability proportional to size for the school selection. There were 1,097 students with 942 general students and 155 economically disadvantaged students. Structural equation model (SEM) analyses using AMOS software were performed to compare the structural coefficients for the two groups. Findings: Results of the comparison revealed that the predictive power of learning engagement on academic achievement was higher for the economically disadvantaged students. These students are similar to the general students in the following aspects: (1) school relationships, parent involvement in learning, and home education resources have significant effects on the academic self-concept, (2) positive school relationship or family relationship led to greater learning engagement, (3) academic self-concept significantly predicts learning engagement, (4) a covariant relationship exists between school relationship and family relationship, (5) academic self-concept and learning engagement positively mediated the relationship between social context and academic achievement, (6) self-concept affects academic performance through learning engagement. It is noticed that, for the economically disadvantaged students, the structural coefficients of the relationship between school relationship and the mediators (academic self-concepts and learning engagement) are larger than those between family-related context variables and the mediators. The results suggested that to enhance the academic self-concepts and learning engagement of the economically disadvantaged students, one must strengthen their school relationship in early year. Originality/value: On the basis of the SSMMD theory, this study proposed a model called ＂Motivational Model of Engagement＂ by adding home educational resources and parental involvement as the social context factors. The model can be used systematically to identify factors affecting academic achievement for students with varied economic status. Implications for educational practices and policies are provided, especially for the allocation of social resources among economically disadvantaged students.

参考文献 ( 87 ) 〈TOP〉

龚心怡、李静仪(2015)。影响国中经济弱势学生之学业表现与中辍倾向之因素：以「脉络－自我－行动－结果」之动机发展自我系统模式为取向。教育科学研究期刊，60(4)，55-92。
连结：
Alexander, K. L.,Entwisle, D. R.,Olson, L. S.(2001).Schools, achievement, and inequality: A seasonal perspective.Educational Evaluation and Policy Analysis,23(2),171-191.
Alexander, K. L.,Entwisle, D. R.,Olson, L. S.(2007).Lasting consequences of the summer learning gap.American Sociological Review,72(2),167-180.
Arbuckle, J. L.(2010).IBM SPSS Amos 19 user's guide.Crawfordville, FL:Amos Development Corporation.
Barile, J. P.,Donohue, D. K.,Anthony, E. R.,Baker, A. M.,Weaver, S. R.,Henrich, C. C.(2012).Teacher-student relationship climate and school outcomes: Implications for educational policy initiatives.Journal of Youth and Adolescence,41,256-267.

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