大學考招新制壓力感受與補習參與傾向之關係－以家長教育期望為調節變項

Abstract

本研究之目的在探討學生的大學考招新制壓力感受、補習參與傾向與家長教育期望之關係，以及不同背景變項 (性別、家長月收入、家長教育程度、高中學校聲望、高中學校屬性、高中班級類群) 於各變項上的差異情形，並將家長教育期望作為調節變項，檢視其是否在壓力感受及補習參與之間存有干擾效果。以111學年度大學考招新制上路後的首屆高三考生 (現為大一學生) 為研究對象，透過問卷發放與回收之方式收集數據，有效問卷共計404份，並經資料統計分析之後取得結果如下：一、學生有一定程度的大學考招新制壓力感受、補習參與傾向及家長教育期望。二、不同背景變項的學生會呈現不同程度的大學考招新制壓力感受。三、不同背景變項的學生會呈現不同程度的補習參與傾向。四、不同背景變項的學生會知覺到不同程度的家長教育期望。五、學生的大學考招新制壓力感受程度越高，會連帶使其補習參與傾向程度提升。六、學生的家長教育期望程度越高，會連帶使其補習參與傾向程度提升。七、學生的大學考招新制壓力感受對其補習參與傾向之影響會受到家長教育期望的程度而有所改變。The purpose of this research is to explore the relationship between students’ perceived stress regarding the new college entrance examination system, their participation tendency to cram school, and their parental educational expectations. The study also examined the differences in these variables based on different background factors such as gender, parental income, parental education level, high school reputation, high school type, and class group. Additionally, the study examined whether parental educational expectations moderated the influence between perceived stress and participation tendency to cram school. The research participants were first-year university students who were the first cohort of high school seniors to take the new college entrance exam system in the 111th academic year. Data was collected through questionnaires, with a total of 404 valid responses. The results of the data analysis are as follows:1. Students experience a certain level of perceived stress regarding the new college entrance examination system, participation tendency to cram school and parental educational expectations.2. Students with different background variables show varying levels of perceived stress regarding the new college entrance examination system.3. Students with different background variables show varying levels of participation tendency to cram school.4. Students with different background variables perceive different levels of parental educational expectations.5. Higher levels of perceived stress regarding the new college entrance examination system are associated with increased participation tendency to cram school.6. Higher levels of parental educational expectations are associated with increased participation tendency to cram school.7. The impact of perceived stress regarding the new college entrance examination system on students' participation tendency to cram school is influenced by the level of parental educational expectations.