國中生家庭社經地位、關係攻擊、同儕接納與自然科學習動機之縱貫性研究

A Longitudinal Study of Junior High School Students’ Family Socio-Economic Status, Relational Aggression, Peer Acceptance and Science Learning Motivation

張芳全(Fang-Chung Chang)；于文灝(Wen-Hao Yu)

同儕接納 ； 家庭社經地位 ； 潛在成長模式 ； 學習動機 ； 關係攻擊 ； peer acceptance ； socio-economic status ； latent growth model ； learning motivation ； relational aggression

彰化師大教育學報

28&29期（2016 / 06 / 01）

53 - 80

繁體中文

本研究探討國中生的家庭社經地位對關係攻擊、同儕接納與自然科學習動機之成長情形，採用「國民中學學習狀況之追蹤調查」之資料庫，它以臺北市文山區國民中學2,403名學生為母群，每學期追蹤調查一次，從國一下至國三下學期(第一波至第五波)，最後有效樣本為401名。本研究以結構方程模型之潛在成長模式分析，獲得以下結論：1.國中學生的關係攻擊會隨年級提高而增加，而自然科學習動機卻隨著年級提高而降低；2.國中學生第一學年的自然科學習動機較高者，後來的自然科學習動機成長速率較慢；3.國中學生家庭社經地位對於關係攻擊、同儕接納與自然科學習動機在 第一學年有正向影響；4.國中學生在第一學年的關係攻擊程度對自然科學習動機起始點沒有關聯性，但是對自然科學習動機成長有負面影響；5.國中學生第一學年的同儕接納程度，以及同儕接納的成長對於自然科學習動機成長都有正面助益。

This study investigated junior high school students’ family socio-economic status and its relation to their relational aggression, peer acceptance, and science learning motivation. The database used in this study was established based on survey studies conducted in junior high schools for five semesters. Questionnaires were distributed to junior high school students five times: in the 2nd semester of the students’ first year of study, and in the two semesters of their second and third year of study. Out of the 2,403 students in Wenshan District of Taipei City, 401 students responded to the questionnaires in all the five semesters. The latent growth model of structural equation modeling was used to analyze the data. The main findings of this study were as follows. First, relational aggression increases with years of study, but science learning motivation decreases with years of study. Second, students with higher science learning motivation in the first year were found to have a slower increasing rate in science learning motivation in their later years of study. Third, it was found that in the first school year, the parents' socio-economic status has a positive effect on the students' relational aggression, peer acceptance, and science learning motivation. Fourth, no correlation was found between the students' initial relational aggression and science learning motivation; however, the initial relational aggression was found to negatively impact the increase rate of science learning motivation. In addition, both peer acceptance in the first school year and the growth in peer acceptance were found to positively influence the increase in science learning motivation.

1. 朱敬先(2000)。教育心理學─教學取向。臺北市:五南。
   連結：
2. 余民寧、韓珮華(2009)。教學方式對數學學習興趣與數學成就之影響：以TIMSS2003臺灣資料為例。測驗學刊，56(1)，19-48。
   連結：
3. 吳慧瑛(2007)。家庭背景與教育成就：五個出生世代的比較分析。人口學刊，34，109-143。
   連結：
4. 李逢堅(2010)。國中生友誼面向觀點取替之研究。當代教育研究，18(4)，161-210。
   連結：
5. 林苡彤、程景琳(2010)。國中生關係攻擊加害者與受害者之規範信念、同理心與因應策略。臺東大學教育學報，21(2)，1-28。
   連結：
6. 張楓明(2007)。親子、師生及同儕關係對國中生初次暴力行為發生之影響。中等教育，58(5)，74-91。
   連結：
7. 陳品華(2006)。技職大學生自我調整學習的動機困境與調整策略之研究。教育心理學報，38(1)，37-50。
   連結：
8. 程景琳(2009)。青少年之關係攻擊與同儕拒絕。教育心理學報，40(3)，511-528。
   連結：
9. 程景琳(2010)。社交計量及同儕知覺受歡迎度與青少年關係攻擊及孤寂感之相關研究。教育心理學報，42(1)，143-162。
   連結：
10. 黃美瑤、薛名淳、張琬渝、黃筱卉(2012)。同儕互動回饋策略提高學生創造力與學習動機。大專體育學刊，14(1)，13-23。
    連結：
11. 黃毅志(2008)。如何精確測量職業地位？「改良版臺灣地區新職業聲望與社經地位量表」之建構。臺東大學教育學報，19(1)，151-160。
    連結：
12. 龔心怡、林素卿、張馨文(2009)。家長社經地位與數學學習動機對數學學業成就之研究─以國中基本學力測驗數學領域為例。彰化師大教育學報，15，121-142。
    連結：
13. (1991).criteria for competence: Controversies in the conceptualization and assessment of children's abilities.Hillsdale, NJ:Lawrence Erlbaum Associates.
14. Andreou, E.(2006).Social perference, perceived popularity and social intelligence: Relations to overt and relational aggression.School Psychology,27(3),339-351.
15. Bagwell, C. L.,Schmidt, M. E.,Newcomb, A. F.,Bukowski, W. M.(2001).Friendship and peer rejection as predictors of adult adjustment.New Directions for Child & Adolescent Development,91,25-50.
16. Berdan, L. E.,Keane, S. P.,Calkins, S.D.(2008).Temperament and externalizing behavior: Social preference and perceived acceptance as protective factors.Developmental Psychology,44(4),957-968.
17. Berk, L. E.(1997).Child development.Boston, MA:Allyn & Bacon.
18. Björkqvist, K.,Lagerspetz, K. M. J.,Kaukiainen, A.(1992).Do girls manipulate and boys fight?.Aggressive Behavior,18,117-127.
19. Björkqvist, K.,Österman, K.,Lagerspetz, K. M. J.(1994).Sex differences in covert aggression among adults.Aggressive Behavior,20,27-33.
20. Brendgen, M.,Vitaro, F.,Turgeon, L.,Poulin, F.(2002).Assessing aggressive and depressed children's social relations with classmates and friends: A matter of perspective.Journal of Abnormal Child Psychology,30(6),609-624.
21. Bukowski, W. M.(Ed.),Newcomb, A. F.(Ed.),Hartup, W. W.(Ed.)(1996).The company they keep: Friendship in childhood and adolescence.New York, NY:Cambridge University Press.
22. Cillessen, A. H. N.,Mayeux, L.(2004).From censure to reinforcement: Developmental changes in the association between aggression and social status.Child Development,75,147-163.
23. Cillessen, A. H. N.,Rose, A.J.(2005).Understanding popularity in the peer system.Current Directions in Psychological Science,14,102-105.
24. Coleman, J. S.(1988).Social capital in the creation of human capital.American Journal of Sociology,94(Supplement),95-120.
25. Crick, N. R.(1996).The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children's future social adjustment.Child Development,67,2317-2327.
26. Crick, N. R.,Grotpeter, J. K.(1995).Relational aggression, gender, and social-psychological adjustment.Child Development,66(3),710-22.
27. Crick, N. R.,Grotpeter, J. K.,Bigbee, M. A.(2002).Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations.Child Development,73(4),134-142.
28. Crick, N. R.,Ostrov, J. M.,Werner, N. E.(2006).A longitudinal study of relational aggression, physical aggression, and children's social-psychological adjustment.Journal of Abnormal Child Psychology,34(2),127-138.
29. Duncan, L.,Owen-Smith, A.(2006).Powerlessness and the use of indirect aggression in friendships.Sex Roles,55,493-502.
30. Erath, S. A.,Flanagan, K. S.,Bierman, K. L.(2008).Early adolescent school adjustment: Associations with friendship and peer victimization.Social Development,17(4),853-870.
31. Eronen, S.,Nurmi, J. E.(2001).Sociometric status of young adults: Behavioural correlates, and cognitive-motivational antecedents and consequences.International Journal of Behavioral Development,25(3),203-213.
32. Forrest, S.,Eatough, V.,Shevlin, M.(2005).Measuring adult indirect aggression: The development and psychometric assessment of the indirect aggression scales.Aggressive Behavior,31,84-97.
33. French, D. C.,Jansen, E. A.,Pidada, S.(2002).Uinted States and Indonesian children's and adolescents' report of relational aggression by disliked peers.Child Development,73(4),1143-1150.
34. Kaiser, H. F.(1974).An index of factorial simplicity.Psychometrika,39,31-36.
35. Kaukiainen, A.,Björkqvist, K.,Lagerspetz, K.,Österman, K.,Salmivalli, C.,Rothberg, S.,Ahlbom, A.(1999).The relationships between social intelligence, empathy, and three types of aggression.Aggressive Behavior,25,81-89.
36. Khattab, N.(2002).Social capital, students, perceptions and educational aspirations among palestinian students in Israel.Research in Education,68,77-88.
37. Kline, R. B.(1998).Principles and practice of structural equation modeling.New York, NY:Guilford press.
38. Lair, J.(1984).Change induction groups, group psychotherapy, integrity groups, peer counseling.Encyclopedia of Psychology,1(2),493-494.
39. Lareau, A.(2002).Invisible inequality: Social class and child reading in black families and white families.American Sociological Review,67,747-776.
40. Lease, A. M.,Kennedy, C. A.,Axelrod, J. L.(2002).Children's social constructions of popularity.Social Development,11,87-109.
41. Ma, X.(2005).Early acceleration of students in mathematics: Does it promote growth and stability of growth in achievement across mathematical areas?.Contemporary Educational Psychology,30,439-460.
42. Marks, G.(2006).Family size, family type and student achievement: Cross-national differences and the role of socioeconomic and school factors.Journal of Comparative Family Studies,37(1),1-24.
43. Meredith, W.,Tisak, J.(1990).Latent curve analysis.Psychometrika,55,107-122.
44. Parker, J. G.,Asher, S. R.(1993).Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction.Developmental Psychology,29(4),611-621.
45. Prinstein, M. J.,Boergers, J.,Vernberg, E. M.(2001).Overt and relation aggression in adolescents: Social-psychological adjustment of aggressors and victims.Journal of Clinical Child Psychology,30,479-491.
46. Putallaz, M.(Ed.),Bierman, K. L.(Ed.)(2004).Aggression, anti-social behavior, and violence among girls: A developmental perspective.New York, NY:Guilford Press.
47. Richardson, J. G.(Ed)(1986).Handbook of theory and research for the sociology of education.New York, NY:Greenwood.
48. Rose, A. J.,Swenson, L.P.,Waller, E.M.(2004).Overt and relational aggression and perceived popularity: Developmental differences in concurrent and prospective relations.Developmental Psychology,40(3),378-387.
49. Sandstrom, M. J.,Cillessen, A. H. N.(2006).Likeable versus popular: Distinct implications for adolescent adjustment.International Journal of Behavioral Development,30(4),305-314.
50. Santrock, J. W.(2003).Adolescence.New York, NY:McGraw-Hill.
51. Storch, E.A.,Masia-Warner, C.(2004).The relationship of peer victimization to social anxiety and loneliness in adolescent females.Journal of Adolescence,27,351-362.
52. Underwood, M. K.,Galen, B. R.,Paquette, J. A.(2001).Top ten challenges for understanding gender and aggression in children: Why can't we all just get along?.Social Development,10(2),248-266.
53. 丁信中(2009)。芬蘭中學生PISA科學成就優異表現及其相關因素之探討：2007歐洲科學教育學術參訪反思。科學教育月刊，316，2-19。
54. 田弘華、田芳華(2008)。誰升學？誰就業？誰失業？大學畢業生出路之探討。教育政策論壇，11(4)，33-62。
55. 余民寧、趙珮晴、許嘉家(2009)。影響國中小女學生學業成就與學習興趣因素：以臺灣國際數學與科學教育成就調查趨勢（TIMSS）資料為例。教育資料與研究雙月刊，87，79-104。
56. 余民寧(2013)。縱貫性資料分析：LGM的應用。臺北市:心理。
57. 呂玉琴(2013)。碩士論文(碩士論文)。臺北市，國立臺灣師範大學。
58. 李敦仁、余民寧(2005)。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫為例。臺灣教育社會學研究，5(2)，1-48。
59. 李暉、林煥祥、林素微、劉聖忠(2008)。行政院國家科學委員會專題研究成果報告行政院國家科學委員會專題研究成果報告,行政院國家科學委員會。
60. 林燕伶(2006)。碩士論文(碩士論文)。彰化市，國立彰化師範大學。
61. 邱美虹(2005)。TIMSS 2003 臺灣國中二年級學生的科學成就及相關因素之探討。科學教育月刊，282，2-40。
62. 洪彰懋(2009)。碩士論文(碩士論文)。嘉義縣，國立嘉義大學。
63. 馬信行(1997)。一九九0人口普查中教育與職業資料之分析。國立政治大學學報，75，29-66。
64. 國家教育研究院(2011)。大型教育資料庫建置及相關議題研討會論文集，新北市:
65. 張芳全(2013)。行政院科技部研究計畫行政院科技部研究計畫,臺北市:國立臺北教育大學教育經營與管理學系。
66. 張芳全(2010)。多層次模型在學習成就之研究。臺北市:心理。
67. 梁翠珊(2006)。碩士論文(碩士論文)。彰化縣，國立彰化師範大學。
68. 鄒浮安(1994)。家庭社經地位與學業成就之關係：後設分析。教育研究資訊，2(3)，38-47。
69. 劉瑞美(2006)。教育中不可忽視的新勢力與家庭外的替代親職功能：從教師的觀點看安親班。臺灣教育，640，29-31。
70. 鄭秋娥(2011)。碩士論文(碩士論文)。新竹市，國立交通大學。
71. 蘇郁惠(2008)。碩士論文(碩士論文)。新竹市，國立交通大學。

1. 陳俐君、張芳全(2018)。國中生家庭社經地位、文化資本、自然科學習興趣對自然科學習動機影響之縱貫性研究。臺中教育大學學報：教育類，32(2)，1-33。
2. 郭怡君,張弘勳(2018)。台南市國中生學習動機之研究。學校行政，115，40-62。
3. 謝扶成,謝汝鳳,賴宏銓,鄭雅芬,黃琦婷,張鎮遠,姜錢珠,吳清山,王曉梅(2020)。臺北市中小學學生學習狀況調查研究。學校行政，126，118-139。
4. 謝曼盈,張景媛(2019)。家長參與、科學學習動機與偏鄉地區國中生科學學習成就。教育心理學報，51(1)，1-22。
5. 鄭瑞洲,楊敏(2021)。轉化科學研究為國高中生非制式科學實作課程之探討。科技博物，25(1)，27-56。
6. (2018)。在家靠父母，出外靠朋友？不同社經地位青少年的父母支持、同儕支持與心理健康之關係。教育學報，46(2)，21-41。