原住民與非原住民國中生親子關係、自我概念與學業成就關係之研究

Abstract

本研究為探討原住民及非原住民國中生之親子關係、自我概念與學業成就關係。本研究係以「台灣教育長期追蹤資料庫」（Taiwan Education Panel Survey，簡稱TEPS）由中央研究院、教育部和國科會共同規劃的全國性長期的調查計畫所提供之國中樣本及家長樣本作為研究資料來源，並採用t考驗、單因子變異數分析、單因子多變項變異數分析、皮爾遜積差相關、二因子變異數分析等方法加以分析，所得之結論摘述如下： 一、國中男生之親子關係、自我概念較女生為佳，但在學科表現及學習成就略低於女生。 二、原住民族群在親子關係較其他族群為佳，但在自我概念、學科表現、學業成就顯著低於其他族群。 三、律師、法官、會計師等第五類社經地位國中生之親子關係顯著低於其他類別，但在自我概念、學習表現及學業成就顯著高於其他類別 四、性別及是否為原住民對親子關係有交互作用存在，其中非原住民男顯著高於女生，原住民則無顯著差異。 五、社經地位與是否為原住民對學科表現評量有交互作用存在，其中非原住民不同等第社經地位差異達顯著，原住民則無顯著差異。 六、社經地位與是否為原住民對學業成就有交互作用存在，不論是原住民或非原住民其不同等第社經地位在學業成就上皆有顯著差異。 七、非原住民之自我概念與學科表現評量及自我概念與學業成就有顯著正相關，但原住民族則無相關。 本研究結果顯示，原住民族於親子關係顯著高於其他族群，但是在自我概念、學科表現及學業成就皆顯著低於其他族群；另，非原住民之自我概念與學科表現、自我概念及學業成就皆有顯著正相關，原住民則無。此結果可供教育行政機關制定教育政策參考。

The purpose of the present study is to explore the relationship among parent-child relationship, self-concept and academic achievement of aboriginal and non-aboriginal junior high school students. Taiwan Education Panel Survey (TEPS) offers the research data, it’s a long-term survey conducted by Academic Sinica, Ministry of Education and National Science Council. Utilizing t-test, one-way ANOVA, one-way MANOVA, Pearson’s product moment correlation and two-way ANOVA, the results are as follows: 1. Male junior high school students’ parent-child relationship and self-concept are better than females’, but their subject performance and academic achievement are lower. 2. Aborigines have better parent-child relationship, but their self-concept, subject performance and academic achievement are significantly lower than other ethnic groups. 3. Junior high school students whose parents are classified 5th level socioeconomic status, such as Lawyers, judges and accountings, have lower parent-child relationship than other groups, but they have higher self-concept, subject performance and academic achievement. 4. Gender and aboriginality interact on parent-child relationship, male aboriginal students’ parent-child relationship is significantly higher than females’, while non-aboriginal students’ shows no difference. 5. Socioeconomic status and aboriginality interact on subject performance. Non-aboriginal students’ subject performance varies significantly according to different socioeconomic status, while non-aboriginal students’ shows no difference. 6. Socioeconomic status and aboriginality interact on academic achievement, both aboriginal and non-aboriginal students’ academic achievement varies significantly according to different socioeconomic status. 7. There is a positive correlation between aboriginal students’ self-concept and subject performance, also between their self-concept and academic achievement. But when it comes to non-aboriginal students’, there’s no such correlation. The research shows that aboriginal students’ parent-child relationship is higher than other ethnic groups, but their self-concept, subject performance and academic achievement are lower than other ethnic groups. There is a positive correlation between non-aboriginal students’ self-concept and subject performance, also between their self-concept and academic achievement. But when it comes to non-aboriginal students’, there’s no such correlation. Educational administrations can refer to the findings when they make educational policies.