補習態度與補習班選擇行為之親子差異研究：計畫行為理論的觀點

Abstract

補習班在台灣的產業中具有激烈競爭，且是台灣教育的重要組成部分。儘管教育政策不斷改革，家長和學生對補習班的需求仍未減少。家長期望補習能提升學生的升學考試成績，並相信高學歷有助於孩子獲得更好的工作。因此，家長對補習具有「強者愈強」的期望，使孩子的成績保持領先地位，導致台灣補習率居高不下。國中階段的親子關係既複雜又緊張。家長從照顧者轉變為陪伴者，從教導孩子轉變為給予建議。學生由於身心逐漸成熟，希望擁有更多主導權，與家長的相處可能產生摩擦，進入所謂的「叛逆期」，思想與家長產生差異。本研究旨在探討學生和家長對於補習的態度和補習班選擇上的差異，運用計畫行為理論設計問卷，對新北市某地區國中階段的家長與學生進行問卷調查，回收家長340份問卷，學生317份問卷。通過t檢定、變異數分析、迴歸分析等統計方法，分析家長與國中學生進行補習行為的差異，經過分析發現：一、父親計畫行為理論中的態度、主觀規範、行為控制知覺，三項平均值都比母親要來的高，父親的主觀意識相對於母親更為強烈。二、國中階段的補習仍主要由父母決定。家長與學生在補習方面存在顯著差異：家長關注補習的成效，而學生則無顯著因素。家長在計畫行為理論中的「態度」因素越高，補習的時數就越長。三、家庭收入較低的家長在選擇補習班時，更注重補習的成效，也越容易被他人所影響。四、學生在計畫行為理論中的「行為控制知覺」因素越高，補習的時數就越短。綜合以上結果，本研究為補習班提供了一個更全面的視角，以便針對家長與學生的需求差異提供更精確的服務和行銷策略。同時，這些結果也供教育政策制定者、家長、補習產業的經營者、教職員及未來研究者之參考。The tutoring industry in Taiwan is fiercely competitive and is an integral part of Taiwan's education system. Despite ongoing educational reforms, the demand for tutoring from parents and students has not diminished. Parents hope that tutoring can improve students' academic performance, and believe that a high level of education will help their children obtain better jobs. Therefore, parents have a "survival of the fittest" expectation for tutoring, aiming to keep their children's grades in the lead, resulting in a persistently high tutoring rate in Taiwan. The parent-child relationship at the junior high school stage is both complex and tense. Parents transition from caretakers to companions, from teaching their children to giving advice. As students mature physically and mentally, they desire more autonomy, which can cause friction in their relationship with their parents. They enter the so-called"rebellious stage" where their thoughts differ from their parents. This study aims to explore the differences in attitudes towards tutoring and choices of tutoring centers among students and parents. The Theory of Planned Behavior was used to design questionnaires, and surveys were conducted among parents and students in a junior high school in New Taipei City. A total of 340 parent questionnaires and 317 student questionnaires were collected. Through statistical methods such as t-tests, variance analysis, and regression analysis, differences in the behavior of parents and junior high school students in tutoring were analyzed. The analysis found:1.In the Theory of Planned Behavior, the average values of attitude, subjective norms, and perceived behavioral control for fathers are all higher than for mothers. Fathers have stronger subjective consciousness than mothers.2.Tutoring at the junior high school stage is primarily decided by parents. There are significant differences between parents and students in terms of tutoring: parents focus on the effectiveness of tutoring, while students do not have significant factors. The higher the'attitude' factor in the Theory of Planned Behavior for parents, the longer the tutoring time. 3.Parents with lower household incomes pay more attention to the effectiveness of tutoring when choosing a tutoring center, and are more easily influenced by others. 4.The higher the 'perceived behavioral control' factor in the Theory of Planned Behavior for students, the shorter the tutoring time. In summary, this study provides a more comprehensive perspective for tutoring centers to provide more accurate services and marketing strategies in response to the differences in the needs of parents and students. At the same time, these results can also be referenced by education policy makers, parents, practitioners in the tutoring industry, teaching staff, and future researchers.