| dc.contributor.advisor | 余民寧 | zh_TW |
| dc.contributor.advisor | Yu, Min Ning | en_US |
| dc.contributor.author (Authors) | 李敦仁 | zh_TW |
| dc.contributor.author (Authors) | Lee, Duen Ren | en_US |
| dc.creator (作者) | 李敦仁 | zh_TW |
| dc.creator (作者) | Lee, Duen Ren | en_US |
| dc.date (日期) | 2010 | en_US |
| dc.date.accessioned | 17-Apr-2012 09:28:39 (UTC+8) | - |
| dc.date.available | 17-Apr-2012 09:28:39 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Apr-2012 09:28:39 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0921525161 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/52828 | - |
| dc.description (描述) | 博士 | 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) | 92152516 | zh_TW |
| dc.description (描述) | 99 | zh_TW |
| dc.description.abstract (摘要) | 過去關於父母參與效果的研究發現：父母參與有助於提升子女的學習成就。由於父母參與被視為一種社會資本或文化資本的延伸，父母參與的愈多，其子女學習效果也愈好。有鑑於此，本研究主要在探討父母參與在家庭社經地位和子女學習成就之間所扮演的角色，並將研究目的細分為三個研究議題。首先，根據智力發展理論與認知能力成長曲線相關研究，第一個議題探討臺灣青少年學生學習成長軌跡的發展與變化情形為何？接著，運用 Bourdieu 的文化資本與 Coleman 的社會資本的概念說明父母參與的重要性，其它兩個議題則探討家庭社經地位對子女學習成長軌跡的影響歷程中，父母參與扮演著中介效果還是交互作用效果？ 原始資料來源取自臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey）公共使用版中的第一波到第四波國中長期追蹤樣本，使用潛在成長曲線模型進行次級資料分析。研究結果發現：1.就整體學習發展型態來看，臺灣青少年學生學習成長軌跡的發展是一種非線性遞增減速的成長曲線，年級愈高，學習成長速率愈慢；2.就個別學習成長軌跡而言，學生間起始狀態與成長速率有個別差異現象，進一步透過潛在成長混合模型的分析，發現學生學習成長軌跡的發展型態並無類別上的差異；3.學生的起始能力會影響學習成長速率的變化而產生馬太效應；4.隨著時間的遞移，高起始能力組的學生，其學習成長速率高於低起始能力組的學生，兩者的學習成就間差距會逐漸擴大而產生扇形擴散效應；5.父母參與對子女學習成就表現有顯著正向的短期立即效果與長期延宕效果，但波段與波段之間的延宕效果則沒有顯著差異；6.在家庭社經地位對子女學習成長軌跡的影響歷程中，父母參與扮演著部份中介而不調節的影響效果。 最後，依據上述研究發現，就研究結果與研究方法兩方面，將提出相關研究建議以供實務參考及後續研究之用。 | zh_TW |
| dc.description.abstract (摘要) | The previous research has shown that parental involvement produces measurable gains in student achievement. Since parental involvement is seen as a form of social capital and cultural capital, it is possible that the more a student owns parental involvement, the bigger the effect is. Thus, this study explores what role parental involvement plays between parents’ social-economic status and their children’s academic performance. The major purpose is further categorized into three specific questions. Based on the intelligence developmental theory and growth curve analyses of cognitive ability, the first is to inquire what patterns the development and change of academic growth trajectories of Taiwanese teenager’s academic performance are. Using the concepts of Bourdieu’s cultural capital and Coleman’s social capital to explain the importance of parental involvement, the other two purposes are to explore whether the effects of parental involvement on adolescent academic growth trajectories are mediated or moderated by family socioeconomic status. Using the data from the public released core panel data of the Taiwan Education Panel Survey (TEPS) in 2001, 2003, 2005, and 2007, this study employs the method of the latent growth curve modeling to address research questions. The results are the following: (1) Academic growth trajectory of Taiwan adolescence’s achievement reveals a nonlinear de-accelerating growth curve; (2) There are significant individual differences in both the initial status and growth rate of achievement among students, but further employing different latent growth mixture models shows no individual differences in the patterns of academic growth trajectories; (3) The Matthew Effects occur in the academic growth trajectories of Taiwanese teenagers; (4) Students with lower initial status learn more slowly over time than those with higher initial status do, and the “fan-spread” effect is found; (5) There are positive short-term and longer term effects of parental involvement on the Taiwanese adolescents’ academic achievement performance, but no significant difference among patterns of longer term effects over 6 years; (6) The effects of parental involvement are partially mediated, but not moderated by family SES. Finally, the study discusses the implications of parental involvement and suggests directions for future research. | en_US |
| dc.description.tableofcontents | 謝辭……………………………………………….……………….I中文摘要……………………………………………….…………Ⅲ英文摘要……………………………………………….…………V第一章 緒論第一節 研究背景與動機………………………………………1第二節 研究目的與研究問題…………………………………5第三節 名詞釋義………………………………………………6第四節 研究限制………………………………………………8 第二章 文獻探討第一節 TEPS綜合分析能力與青少年認知能力的發展和變化………………………………………………………11第二節 父母參與的理論基礎與實徵研究……………………21第三節 固定樣本貫時追蹤研究………………………………41 第三章 研究設計與實施第一節 研究架構與研究假設的依據…………………………57第二節 研究對象與資料來源…………………………………61第三節 變項的定義與測量……………………………………64第四節 資料處理與分析策略…………………………………69 第四章 結果與討論第一節 有效分析樣本的基本描述統計………………………77第二節 臺灣青少年學習成長軌跡的發展與變化……………85第三節 父母參與的中介效果分析…………………………….95 第四節 家庭社經地位與父母參與的交互作用效果分析……103第五節 綜合討論………………………………………………105. 第五章 結論與建議第一節 結論……………………………………………………111第二節 建議……………………………………………………114 參考文獻壹、中文部分……………………………………………………119貮、西文部分……………………………………………………120 附錄附錄一 關於變項測量與處理的STATA語法………............... 133附錄二 分析青少年學習成長軌跡的Mplus語法..................... 141附錄三 檢定父母參與中介效果的Mplus語法…………..…. 147附錄四 檢定家庭社經地位與父母參與交互作用效果的Mplus語法……………………………………………151表 次表1 研究假設的理論與文獻之依據…………………………........60表2 TEPS國中樣本資料蒐集進程表……………………………..62表3 本研究各種操作化模型………………………………………75表4 有效分析樣本描述統計分析摘要表…………………………79表5 低、中、高三種起始能力組別描述統計分析摘要表………80表6 與父母親同住有效分析樣本描述統計分析摘要表…………82表7 四波學習成就未加權相關係數矩陣、平均數與標準差……83表8 家庭社經地位、父母參與和四波學習成就的未加權相關係數矩陣、平均數與標準差 …………………………………84表9 潛在成長曲線測量模型的適配度指標摘要表………………88表10 找出最佳的學習成長軌跡類別數………………………….90表11 二因子非線性成長曲線模型參數估計結果摘要表……….91.表12 三種不同起始能力組別的學生在學習成長量的差異檢定結果分析摘要表….…………………………………………..93表13 檢定父母參與中介效果的潛在成長曲線模型分析摘要表..101表14 家庭社經地位與父母參與對學習成長軌跡及四波學習成就的效果量………………………………………..………...102圖 次圖1 能力之架構示意…………………………………................12圖2 Bayley的智力成長曲線……………………………………15圖3 Gf-Gc理論的智力成長曲線之理論描述………………….16圖4 Gf-Gc理論的語文與非語文智力成長曲線……………….17圖5 父母參與和孩童表現之影響因素模型……………………36圖6 一般典型的潛在成長曲線模型路徑圖……………………47圖7 二因子非線性潛在成長曲線模型…………………………50圖8 二因子非線性潛在成長混合模型…………………………52圖9 以父母參與為中介變項的條件潛在成長曲線模型………54圖10 家庭社經地位與父母參與交互作用的潛在成長曲線模型56圖11 學習成長軌跡………………………………………………57圖12 父母參與的中介效果………………………………………58圖13 家庭社經地位與父母參與的交互作用效果………………59圖14 類型一：第一段斜率和第二段斜率呈倒Ｖ字型…............70圖15 類型二：第一段斜率和第二段斜率呈Ｖ字型……………71.圖16 類型三：第二段斜率和第三段斜率呈倒Ｖ字型………….71圖17 類型四：第二段斜率和第三段斜率呈Ｖ字型.…………….72圖18 類型五：第一、二段斜率漸升與第三段斜率呈倒Ｖ字型…72圖19 類型六：第一、二段斜率漸降與第三段斜率呈Ｖ字型…...73圖20 從2,592筆資料隨機抽取1%所繪製的學習成長曲線……78圖21 高、中、低三種起始能力組別的學習成長曲線…………81圖22 二因子非線性成長曲線模型參數估計結果圖示…………92圖23 臺灣青少年的學習成長曲線圖……………………………92圖24 學習成長軌跡測量模型的參數估計結果圖示……………94圖25 家庭社經地位對學習成長軌跡影響效果的參數估計結果圖示.............................................96圖26 家庭社經地位對父母參與影響效果的參數估計結果圖示..97圖27 父母參與對學習成長軌跡影響效果的參數估計結果圖示..98圖28 以父母參與為中介變項的潛在成長曲線模型參數估計結..99果圖示………………………………………………………......100圖29家庭社經地位與父母參與的交互作用效果模型參數估計結果圖示……………………………………………………......104 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0921525161 | en_US |
| dc.subject (關鍵詞) | 父母參與 | zh_TW |
| dc.subject (關鍵詞) | 學習成長軌跡 | zh_TW |
| dc.subject (關鍵詞) | 臺灣教育長期追蹤資料庫 | zh_TW |
| dc.subject (關鍵詞) | 潛在成長曲線模型 | zh_TW |
| dc.subject (關鍵詞) | 固定樣本貫時追蹤研究 | zh_TW |
| dc.subject (關鍵詞) | parental involvement | en_US |
| dc.subject (關鍵詞) | academic growth trajectories | en_US |
| dc.subject (關鍵詞) | TEPS | en_US |
| dc.subject (關鍵詞) | latent growth curve modeling | en_US |
| dc.subject (關鍵詞) | panel study | en_US |
| dc.title (題名) | 父母參與對青少年學習成長軌跡的影響之貫時追蹤研究：以TEPS資料分析為例 | zh_TW |
| dc.title (題名) | The panel study of the effects of parental involvement on adolescent academic growth trajectories in Taiwan: evidence from Taiwan education panel survey | en_US |
| dc.type (資料類型) | thesis | en |
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