| dc.contributor.advisor | 馬信行 | zh_TW |
| dc.contributor.advisor | Ma, Hsen Hsing | en_US |
| dc.contributor.author (Authors) | 張婉玟 | zh_TW |
| dc.contributor.author (Authors) | Chang, Wan Wen | en_US |
| dc.creator (作者) | 張婉玟 | zh_TW |
| dc.creator (作者) | Chang, Wan Wen | en_US |
| dc.date (日期) | 2009 | en_US |
| dc.date.accessioned | 7-四月-2010 21:57:37 (UTC+8) | - |
| dc.date.available | 7-四月-2010 21:57:37 (UTC+8) | - |
| dc.date.issued (上傳時間) | 7-四月-2010 21:57:37 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0095152002 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/38313 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 95152002 | zh_TW |
| dc.description (描述) | 98 | zh_TW |
| dc.description.abstract (摘要) | 本研究探討影響學生學業成就的學校、家庭、學生個人及背景因素，研究中以後設分析的方法計算出許多自變項的效應量大小。本研究的資料取自台灣教育長期追蹤資料庫（TEPS），包括2868名學生在2001年至2007年間接受的四波追蹤調查資料。研究結果發現，學校、家庭、學生個人及背景因素對學業成就之平均效應量具有顯著差異，其中以學生的「先前學業成就」具有最大的效應量，對綜合能力、數學能力及一般分析能力的效應量分別是2.39、1.45和1.90；其次為「背景因素」（效應量分別為.65、.53、.59）；再其次則為「家庭因素」及「學生投入」，但此兩者效應量小，且彼此間無顯著差異；而學校因素的平均效應量最小。最後，本研究針對研究結果提出多項教育實務的建議。 | zh_TW |
| dc.description.abstract (摘要) | The purpose of this study is to examine the longitudinal effects of school, family, student, and demographic factors on students’ academic achievement. A method of meta-analysis was used to estimate the magnitude of the effect size of various dependent variables. The data was obtained from Taiwan Education Panel Survey (TEPS). The members of the tracked panel of 2868 high school students were selected as samples for this present research. The tracked panel received four waves of questionnaires and standard tests from 2001 to 2007. The results of the present analysis shows significant differences between the mean effect sizes of the factors associated with academic achievement, and that students’ prior achievement had the largest effect size of 2.39, 1.45, and 1.90, respectively, based on the comprehensive ability score, the general analytic ability score, and the mathematic ability score. The demographic factor showed the second largest mean effect size (.65, .53, .59), larger than that of the family factor and students’ engagement, which both showed small effect without significant differences from each other. And the school factor showed the least mean effect size. In addition, it was found that the mean effect of all the variables based on the comprehensive ability score (.43) was significantly larger than that based on the general analytic ability score and on the mathematic ability score, specifically. Practical implications and suggestions are given in the present research after the general discussion of the research findings. | en_US |
| dc.description.tableofcontents | Chapter One Preface 1Chapter Two Literature Review 10The Effect of Family Factors on Student Academic Achievement 10Parental Involvement 10Cultural Capital 13The Effects of School Factors on Students’ Academic Achievement 14Social Environment of Schools 15Teacher Quality 16The Effect of Student Factors on Student Academic Achievement 18The Effect of Demographic Factors on Students’ Academic Achievement 22Family Demographic Variables 22School Demographic Variables 25Student Demographic Variables 26Chapter Three Method 29Data 29Variables and Measurement 31Data Analysis 40Chapter Four Results 47Part One The Effects of Relevant Factors on Comprehensive Ability 55The Mean Effect Size of Factors Relevant to Comprehensive Ability 55The Mean Effect Sizes of Sub-Categories of Factors Relevant to Comprehensive Ability 56Part Two The Effects of Relevant Factors on General Analytic Ability 62The Mean Effect Size of Factors Relevant to General Analytic Ability 62The Mean Effect Sizes of Sub-Categories of Factors Relevant to General Analytic Ability 63Part Three The Effects of Relevant Factors on Mathematic Ability 69The Mean Effect Sizes of Factors Relevant to Mathematic Ability 69The Mean Effect Sizes of Sub-Categories of Factors Relevant to Mathematic Ability 70Part Four The Differences between the Effect Sizes Based on Different Ability Scores 75Chapter Five General Discussion 77The School Factor 78The Family Factor 82The Student Factor 88The Demographic Factor 91Other Important Findings 97Chapter Six Conclusion and Suggestion 101Conclusion 101Suggestions 103References 106Appendix A Results of mean effect size of each dependent variable 116 | zh_TW |
| dc.format.extent | 322096 bytes | - |
| dc.format.extent | 562168 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0095152002 | en_US |
| dc.subject (關鍵詞) | 台灣教育長期追蹤資料庫（TEPS） | zh_TW |
| dc.subject (關鍵詞) | 學業成就 | zh_TW |
| dc.subject (關鍵詞) | 國高中生 | zh_TW |
| dc.subject (關鍵詞) | Taiwan Education Panel Survey（TEPS） | en_US |
| dc.subject (關鍵詞) | academic achievement | en_US |
| dc.subject (關鍵詞) | high school students | en_US |
| dc.title (題名) | 影響學生學業成就之家庭、學校、個人與背景因素—長期追蹤資料的分析 | zh_TW |
| dc.title (題名) | The effects of school, family, student, and demographic factors on high school students’ academic achievement—An analysis of panel data from the Taiwan education panel survey | en_US |
| dc.type (資料類型) | thesis | en |
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