到底是學生好？還是學校行？校際間學生學業成就差異表現之影響機制

What Really Matters? Student Characteristics or School Practices: A Study Examining the Mechanisms that Affect Inter-School Differences in Student Academic Achievement

10.6778/NTTUERJ.200912.0001

林俊瑩(Chunn-Ying Lin)

影響機制 ； 高社經地位學校 ； 學業成就 ； 結構方程模式 ； influential mechanism ； higher socioeconomic schools ； academic achievement ； structural equation modeling ； SEM

臺東大學教育學報

20卷2期（2009 / 12 / 01）

1 - 30

繁體中文

高社經地位學校，學生成績往往比較優異，這到底是因為收到素質比較好的學生？還是因為這些學校的教育效果較佳呢？這實在是一個很重要的研究議題，不過台灣地區的相關研究仍相當罕見。本研究運用了「台灣教育長期追蹤調查資料庫」的全國大樣本資料，並以國中階段為分析對象，建構一個影響學校層次之學生學業成就的結構關係模型，以進一步探討上述所提出的研究議題。所使用的分析方法包括敘述統計、因素分析和結構方程模式等。分析結果顯示：在學校教育資源變項對學生學業成就的影響方面，優良校風會透過學生教育期望、學生學習態度的間接作用，而對學生學業成就有正向的影響，而教師研習次數則有直接的負向影響。不過，這些學校教育資源變項對學生學業成就的影響都不大，影響比較大的除了是學校社經地位之外，更重要的是代表學生素質的教育期望及學習態度，這些變項都會對學生學業成就有直接或間接的影響。因此，高社經地位學校的學生在學業成就上具有優勢，主要還是因為收到好學生，這些學生有較高的教育期望，以及比較認真的學習態度，並沒有有力的證據支持是因為這些學校真的比較好所致。

Students in the higher socioeconomic (SES) schools often perform better academically. The sources of the differential school performance could be either from the stratified student quality before students even start the school, or from the school quality as manifested by school climate or faculty development. This is an important issue which has yet to be examined in Taiwan. Employing data from a national representative middle school samples in the Taiwan Education Panel Survey (TEPS), this study aims to construct and test a causal model on student achievement. The method of structural equation modeling (SEM) is adopted to analyze data. The results are that the school climate has a positive but indirect influence on students' academic achievement through students' educational expectations and learning attitudes, and that the frequencies teachers participating in in-service training pose a negative and direct effect on student achievement. Moreover, the variables associated with school educational resources have insignificant impacts on students' academic achievement, but school mean SES, students' educational expectations and learning attitudes all have significant direct or indirect effects on students' academic performance. It is thus concluded that the inter-school differences are mainly the results of student excellence instead of school excellence. Applications of this study are further discussed.

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