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|Other Titles:||THE INFLUENCE OF SOCIAL CONTEXT, ACADEMIC SELF CONCEPT, AND LEARNING ENGAGEMENT ON ACADEMIC ACHIEVEMENT: A COMPARISON OF ECONOMICALLY DISADVANTAGED AND GENERAL THIRD GRADERS IN TAIWAN|
Karen Hui-Jung Chen Yuwen Chang Cherng-Tay Hsueh
Center for Educational Research and Evaluation
|Abstract:||研究目的：面對經濟弱勢學生的學業成就低落問題，必須釐清影響因素，才有改善的可能。本研究以｢動機發展的自我系統模式｣（the Selfsystem Model of Motivational Development, SSMMD）為理論基礎，加入家庭教育資源以及家長的學習參與兩個重要的脈絡因素，提出「學習投入的動機歷程理論」（Motivational Model of Engagement, MME），探討該理論在一般學生與經濟弱勢學生的適用性，透過對照比較以突顯經濟弱勢學生學習表現之影響因素。研究設計／方法／取徑：本研究採用問卷調查法，並透過分層等機率二階段抽樣法抽出國小三年級學生1,097 人，含一般學生942 人、經濟弱勢學生155 人，以AMOS 軟體進行結構方程模式（Structural Equation Model, SEM）資料分析，判別兩群學生模式的結構係數之異同性。研究發現或結論：本研究之主要研究發現，兩群學生模式的差異性為：經濟弱勢學生的學習投入對於學業表現之影響顯著高於一般學生。共同性則包括：(1) 學校關係、家長的學習參與、及家庭教育資源可以預期學業自我概念；(2) 學校關係及家庭關係對學習投入有顯著影響；(3) 學業自我概念對學習投入有顯著影響；(4) 學校關係與家庭關係有顯著的相關性；(5) 學業自我概念及學習投入為脈絡因素影響學業表現的中介因素；(6) 學業自我概念會透過學習投入影響學業表現。對經濟弱勢學生而言，脈絡因素的變項中以學校關係對於中介變項（學業自我概念及學習投入）之關係的結構係數最大，因此建議從早期加強經濟弱勢學生的學校關係以增進其學業自我概念及學習投入。研究原創性／價值：本研究的獨特性是以SSMMD 理論為基礎，在脈絡因素除了學生的社會關係之外，加入了家庭教育資源及家長的學習參與，提出學習投入的動機歷程理論。此模式可以系統性地探討一般學生與經濟弱勢學生的學業表現影響因素，進而找出影響弱勢學生學習表現的獨特因素。本研究的研究結果可作為教育實踐及政策制定中，經濟弱勢學生的社會資源投入之參考。|
Purpose: To close the achievement gap between economically disadvantaged and general students, factors affecting academic performance should be identified. Referring to the Self-System Model of Motivational Development (SSMMD), this study proposed a model called “Motivational Model of Engagement (MME)” by adding two social context variables: home educational resources and parental involvement. The study investigated the empirical applicability of the model and identified the factors contributing to the achievement gap between economically disadvantaged students and others. Design/methodology/approach: A survey was conducted with a two-stage cluster sampling using probability proportional to size for the school selection. There were 1,097 students with 942 general students and 155 economically disadvantaged students. Structural equation model (SEM) analyses using AMOS software were performed to compare the structuralcoefficients for the two groups. Findings: Results of the comparison revealed that the predictive power of learning engagement on academic achievement was higher for the economically disadvantaged students. These students are similar to the general students in the following aspects: (1) school relationships, parent involvement in learning, and home education resources have significant effects on the academic self-concept, (2) positive school relationship or family relationship led to greater learning engagement, (3) academic self-concept significantly predicts learning engagement, (4) a covariant relationship exists between school relationship and family relationship, (5) academic self-concept and learning engagement positively mediated the relationship between socialcontext and academic achievement, (6) self-concept affects academicperformance through learning engagement. It is noticed that, for theeconomically disadvantaged students, the structural coefficients of the relationship between school relationship and the mediators (academic self-concepts and learning engagement) are larger than those between family-related context variables and the mediators. The results suggested that to enhance the academic self-concepts and learning engagement of the economically disadvantaged students, one must strengthen their school relationship in early year. Originality/value: On the basis of the SSMMD theory, this study proposed a model called “Motivational Model of Engagement” by adding home educational resources and parental involvement as the social context factors. The model can be used systematically to identify factors affecting academic achievement for students with varied economic status. Implications for educational practices and policies are provided, especially for the allocation of social resources among economically disadvantaged students.
|Appears in Collections:||當代教育研究|
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