家庭不同手足數的國中生學習成就差異之探討

The Differences in Academic Achievement Among Junior High School Students with Different Family Sibling Sizes

10.6423/HHHC.202409_(153).0001

張芳全(Fang-chung Chang)

家庭手足數 ； 家庭資源稀釋理論 ； 學習成就 ； family sibling size ； family resource dilution theory ； academic achievement

學校行政

153期（2024 / 09 / 16）

1 - 26

繁體中文;英文

本研究以基隆市國民中學學生學習狀況調查資料庫資料，探討家庭不同手足數在國文、英語、數學、自然、健體、社會、藝術與人文、綜合活動領域學習成就的差異。納入分析的1,586名學生之家庭手足數為一、二、三及四位各有160名、825名、450名、151名，透過分析顯示：家庭不同手足數在八個領域之學習成就有明顯差異。家庭為兩位子女在八個領域學習成就最好，其次為三位子女，第三為獨生子女，四位子女的學習成就最差。經過事後比較分析，家庭為獨生子女在英語、數學、自然領域學習成就明顯低於家庭中有二位子女，而家庭有二位子女的英語、數學、自然領域學習成就明顯高於三位及四位子女者。據家庭資源稀釋理論，家庭為四位子女學習成就應該比獨生子女差，然而很特別的是，三個年級學生為獨生子女與四位子女在八個領域學習成就沒有明顯不同。家庭資源稀釋理論沒有說明不同手足數的學習成就差異，本研究補充理論不足。在少子化社會，學校、教師及家長應瞭解此現象，提出因應對策。

This study used data from the Keelung City Junior High School Student Learning Status Survey Database to explore the differences in academic achievement among families with different sibling numbers in the fields of Chinese, English, mathematics, nature, health and physical education, society, arts and humanities, and comprehensive activities. There were 1,586 students in this analysis that had families with one, two, three and four siblings, with 160, 825, 450 and 151 children respectively. The conclusions showed that the academic achievements of different sibling numbers in the eight fields were different. In families with two children, the academic achievement was the best in eight fields, followed by three children, and the only child. In both cases, four children have the worst academic performance. After post hoc comparative analysis, the academic performance of the only child in the family in English, mathematics, and natural sciences was significantly lower than that of the two children in the family, while the academic achievement of two children in the family in English, mathematics, and natural science was significantly higher than that of three and four children. According to the family resource dilution theory, the academic achievement of families with four children was worse than that of only one children. However, what is very special was that there was no significant difference in the academic achievement of only one children and four children in eight fields. The family resource dilution theory did not explain the differences in academic achievement between different sibling numbers. This study supplemented the theoretical deficiencies. In a society with a low birthrate, schools, teachers and parents should understand this phenomenon and come up with countermeasures.