Browsing 教師著作 by Subject "academic achievement"
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ItemEffect modification by parental education on the associations of birth order and gender with learning achievement in adolescents(John Wiley & Sons, 2013-11-01) Cheng, C. C. J. ; Wang, W. L. ; Sung, Y. T. ; Wang, Y. C. ; Su, S. Y. ; Li, C. Y.BACKGROUND: A child's gender and ordinal position within a family have varied implications on his or her personality and cognitive development. However, little is known about whether or not parental educational level may moderate the effects of birth order and gender. METHODS: Basic Competence Test (BCT) scores of 290,588 young adolescents aged 15-16 years in Taiwan were analysed. Parental educational level was calculated as the highest educational attainment of the subjects' parents. The multiple linear regression model was used to assess the modification effects of parental educational levels on the associations of interest. RESULTS: After controlling for covariates, we noted a clear inverse relationship between birth order and BCT scores in Mandarin, Mathematics and Science. Additionally, boys had significantly lower mean scores in Mandarin, but had significantly higher mean scores in both Mathematics and Science. We also found the significant interactive effects of birth order, gender and parental educational attainment on BCT scores, in which the birth order and gender effects were more evident in higher-educated families than in lower-educated ones. CONCLUSIONS: This large cohort study confirmed that both birth order and gender may pose independent influences on BCT scores; moreover, such influences are significantly modified by parental educational attainment.
Item以縱貫學業表現檢驗大魚小池效應與見賢思齊效應(臺灣心理學會, 2012-09-01) 宋曜廷 ; 黃瓅瑩 ; 郭念平 ; 曾芬蘭在社會比較效應中，大魚小池效應和見賢思齊效應是最常被探討的，不但在學業自我概念的變項上累積許多實徵證據，後續研究更指出這些效應可延伸至學業成就。然而，無論是大魚小池效應或見賢思齊效應，在與長期學業成就相關的研究上皆缺乏合理的驗證標的。因此，本研究在兩方面延伸並擴充以往的研究：首先，在變項檢驗方面，同時以兩種縱貫性的學業成就－在校成績和標準化大學入學考試成績－來檢驗大魚小池效應和見賢思齊效應。其次，在檢驗方法上，除以整體學校分析法來重複驗證過往的研究結果外，另創相鄰志願學校比較法，來比較學業能力相近的高軌學校底端學生和低軌學校頂端學生的學業成就差異。本研究發現，當以在校成績為依變項時，整體學校分析法和相鄰志願學校比較法都支持大魚小池效應而未支持見賢思齊效應，與先前的研究結果一致。然而以標準化測驗為依變項時，整體學校分析法和相鄰志願學校比較法都未支持大魚小池效應，也都未支持見賢思齊效應。