高社會經濟地位的家長教育期望與英文學習成就關係之研究－平行中介分析

The Relationship Between Educational Expectations of High Socio Economic Status Parent and Students' English Academic Achievement: A Parallel Mediation Analysis

10.6423/HHHC.202101_(131).0002

張芳全(Fang-Chung Chang)

家長教育期望 ； 英文學習動機 ； 學術自我效能 ； 家長參與 ； 師生互動關係 ； 英文學習成就 ； parental education expectations ； English learning achievement ； parental involvement ； academic self-efficacy ； interaction of teacher-students

學校行政

131期（2021 / 01 / 16）

22 - 50

繁體中文

高社會經濟地位家庭不僅擁有較多的學習資源提供給子女學習，而且家長對子女的教育期望比較高；子女感受到家長教育期望，因而對學習成就表現有提升作用。然而此一社會刻版印象是否確實如此呢？本研究以國中生學習狀況調查資料庫的資料，分析274名基隆市高社會經濟地位的國中生之家長教育期望與英文學習成就表現的關聯性，以家長教育期望為投入變項，英文學習動機、學術自我效能、家長參與，以及師生互動關係為中介變項，以英文學習成就為結果變項建構一個模式，透過結構方程式檢定。獲得以下結論：高社會經濟地位的家長教育期望正向顯著影響四個中介變項，並直接影響英文學習成就；同時英文學習動機不僅對英文學習成就的影響力最大，而且也是唯一由家長教育期望透過四個平行中介變項正向顯著影響英文學習成就的因素。本研究貢獻在於發現，高社會經濟地位之家長教育期望，透過四個平行中介變項對英文學習成就的影響中，英文學習動機具有最大中介效果，其他三個中介變項則沒有顯著影響英文學習表現。針對結論深入討論，提供建議給家長及教師輔導學生參考。

Families with high socioeconomic status not only had more learning resources for their children to learn, but also parents had higher educational expectations for their children; children felt their parents' educational expectations, which can improve their performance in learning. But was this social stereotypes really so? Our study used junior high school student learning survey database to analyze the relationship between parental education expectations and English learning achievements of 274 junior high school students in Keelung City. In the study, a model was constructed, with parent education expectations as input variables, English learning motivation, academic self-efficacy, parent participation in education, and teacher-student interaction as mediated variables, and English learning achievement as the outcome variable, which was tested by structural equation modeling to test. The following conclusions were obtained: Parents' educational expectations with high socioeconomic status positively significant affected the four mediated factors; parents' educational expectations directly affected English learning achievements, and among the four mediators, English learning motivation not only influenced English learning achievements, but also was the largest and only factor expected by parent education to positively significant affected English learning achievement through the four mediators. The contribution of this research lied in the discovery of parents with high social and economic status expect to see that English learning motivation had the greatest mediating effect through the four parallel mediating variables on English learning achievement, while the other three mediating variables did not significantly affect English learning performance. Discussed the conclusions in depth and provided suggestions for parents and teachers to guide students for reference.

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