| dc.creator (作者) | 朱錦鳳 | zh_TW |
| dc.date (日期) | 1997-12 | |
| dc.date.accessioned | 4-Jun-2016 14:45:05 (UTC+8) | - |
| dc.date.available | 4-Jun-2016 14:45:05 (UTC+8) | - |
| dc.date.issued (上傳時間) | 4-Jun-2016 14:45:05 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/97648 | - |
| dc.description.abstract (摘要) | 本研究以中央研究院民族研究所出版的台灣地區社會變遷基本調查資料作（楊國樞&瞿海源，1993）分析。探討出身背景、本人教育程度與對子女教育期望的關連情形。研究結果顯示背景對個人教育影響效果顯著，台灣地區確實存在教育機會不均等的現象，但本研究同時發現背景與教育期望間呈現非直線的相關；這樣的結果意謂著儘管本人教育程度低落、教育機會不公平。但對子女的教育期望卻較少受到背景因素的影響，出身背景不佳的，仍對子女產生高期望。這種伴隨著內在歸因與情感調適的複雜心理機制，雖具有撫慰低層民眾之作用，但其中所潛隱的不平等待遇，仍須專家學者進一步加以探究。 | |
| dc.description.abstract (摘要) | The present study， using the Taiwan Social Change Survey published in 1993， explores the relationship between the backgrounds and educational attainment and educational expectations of sons and daughters. The conclusion of this research indicated that backgrounds influenced educational attainment significantly；so there are some problems of educational disparity in Taiwan. On the other hand， the present study also found a nonlinear relationship between backgrounds and educational expectations. It means that even someone who has a lower educational level may have high educational expectations of his/ her sons /daughters. Although this function can console lower level people’s own heart， but some potential problems require a through inquiry by scholars and experts. | |
| dc.format.extent | 115 bytes | - |
| dc.format.extent | 151 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 教育與心理研究, 20(下),297-311 | |
| dc.relation (關聯) | Journal of Education & Psychology | |
| dc.subject (關鍵詞) | 電腦網路 ; 電腦背景量表 ; 電腦態度量表 | |
| dc.subject (關鍵詞) | Computer networks ; Computer experience background scale ; Computer attitude scale | |
| dc.title (題名) | 大學生電腦網路的使用及其相關因素的研究 | zh_TW |
| dc.title.alternative (其他題名) | The Effects of Related Factors on the Use of Computer Networks for University Students | |
| dc.type (資料類型) | article | |
