家庭社經地位與閱讀學習成就關聯：多重中介變項探究

The Impact of Family Socioeconomic Status on Reading Achievement: Multiple Mediators to Explore

10.6423/HHHC.202111_(136).0010

張芳全(Fang-chung Chang)

合作學習 ； 自我效能 ； 家庭社經地位 ； 閱讀學習成就 ； 教育期望 ； 喜歡閱讀 ； cooperative learning ； educational expectations ； family socioeconomic status ； like to read ； reading learning achievement ； self-efficacy

學校行政

136期（2021 / 11 / 16）

201 - 228

繁體中文

家庭社經地位與學習成就之間存在中介因素，但現有研究多以單一中介模式分析，少以多重中介模式探究。由於2000年國際學生能力評量計畫把家庭社經地位的測量內涵擴充，與現有測量不同。本研究以2018年臺灣參與國際學生能力評量計畫的5,540名學生建構多重中介模式，透過拔靴法檢定家庭社經地位與學習成就關聯的中介效果，獲得結論：一、家庭社經地位影響教育期望、合作學習、自我效能與喜歡閱讀。二、家庭社經地位、教育期望、合作學習、自我效能、喜歡閱讀影響閱讀學習成就。三、家庭社經地位分別透過教育期望、合作學習、自我效能、喜歡閱讀影響閱讀學習成就具有部分中介效果。家庭社經地位透過四個中介變項整體影響閱讀學習成就，這些中介效果量依序為喜歡閱讀、教育期望、自我效能、合作學習。本研究貢獻在於以多重中介變項探討發現，喜歡閱讀是重要閱讀學習表現因素，學校與教師應鼓勵學生閱讀，讓學生喜歡閱讀。

There are mediated factors between family socioeconomic status and learning achievement, but the existing researches mostly used a single mediated model to analyze, and seldom used multiple mediated models to explore. Since the 2000 Programme for International Student Assessment expanded the measurement connotation of family socio-economic status, it was different from the existing measurement. This study used 5,540 students from Taiwan who participated in the PISA in 2018 to construct a multiple mediated model. Through the bootstrapping method, the mediated effect of family socioeconomic status and learning achievement was tested, and the conclusions were obtained: 1. The family socioeconomic status was correlation among educational expectations, cooperative learning, self-efficacy and like to read. 2. Family socioeconomic status, educational expectations, cooperative learning, self-efficacy, and like to read affected reading learning achievement. 3. The socioeconomic status of the family affected reading learning achievement through educational expectations, cooperative learning, self-efficacy, and like to read, which has a partial mediating effect. Family socioeconomic status affected reading learning achievement as a whole through four mediators, and these mediated effects were in order like reading, educational expectations, self-efficacy, and cooperative learning. The contributions of this research was to explore with multiple mediators and found that like to reading was an important performance factor in reading learning. Schools and teachers should encourage students to read so that students like to read.

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