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論著名稱:
家庭學習資源、家長支持、教師支持、自我效能、合作學習與閱讀學習成就關聯之探討:以 2018 PISA 資料為例(The Correlation Among Family Learning Resources, Parental Support, Teacher Support, Self-efficacy, Cooperative Learning and Reading Learning Achievement: Evidence from 2018 PISA Data)
文獻引用
編著譯者: 張芳全
出版日期: 2022.05
刊登出處: 台灣/學校行政第 139 期/208-236 頁
頁  數: 29 點閱次數: 298
下載點數: 116 點 銷售明細: 權利金查詢 變更售價
授 權 者: 社團法人中華民國學校行政研究學會 授權者指定不分配權利金給作者)
關 鍵 詞: 自我效能家長支持家庭學習資源教師支持閱讀學習成就
中文摘要: 本研究以 2018 年參與國際學生能力評量計畫的 71 個國家資料建構模式,檢定閱讀學習成就為百分等級 25、50、75、95 學生之家庭學習資源、家長支持、教師支持、自我效能、合作學習與閱讀學習成就關聯。獲得結論:一、閱讀學習成就為百分等級 25、50、75、95 學生之家庭學習資源愈多,閱讀學習成就愈高。二、閱讀學習成就為百分等級 25 學生之家長支持愈高,學習成就愈好,但百分等級 95 學生之家長支持愈高,學習成就愈低。三、閱讀學習成就為百分等級 75 學生之教師支持愈高,學習成就愈好,然而百分等級 25、50 及 95 學生之教師支持與學習成就沒有顯著關聯。四、閱讀學習成就為百分等級 50 學生之自我效能愈高,學習成就愈好,而百分等級 25、75 及 95 學生之自我效能與學習成就沒有顯著關聯。五、閱讀學習成就為百分等級 25、50、75、95 學生之合作學習與學習成就沒有顯著關聯。本研究貢獻在於發現,家庭學習資源是閱讀學習表現重要因素,學校應瞭解弱勢學生的學習資源,讓學生閱讀表現提升。
英文關鍵詞: family learning resourcesparental supportreading parental supportself-efficacy teacher support
英文摘要: Based on the 71 national data construction models participating in the Programme for International Student Assessment, this study examined the correlation among students' reading learning achievement of 25, 50, 75, 95, family learning resources, parental support, teacher support, self-efficacy, cooperative learning and reading learning achievement. The conclusions were obtained: 1. Reading learning achievement was a percentage of 25, 50, 75, 95 students of the family learning resources, reading learning achievement was higher. 2. Reading learning achievement for the percentage grade 25 students' parents support the higher, the better the learning achievement, but the higher the parents' support of 95 students, the lower the learning achievement. 3. The higher the teacher support of 75 students with reading learning achievement, the better the learning achievement, but the teacher support of 25, 50 and 95 students was not related to learning achievement. 4. The higher the self-efficacy of 50 students with reading learning achievement, the better their learning achievement, while the self-efficacy of students with 25, 75 and 95 percent rank was not significantly related to their learning achievement. 5. There was no significant correlation between cooperative learning and learning achievement of students with reading learning achievements of 25, 50, 75 and 95 respectively. The contributions of this research lied in the discovery that family learning resources were an important factor in reading performance. Schools should understand the learning resources of disadvantaged students to improve their reading performance.
目  次: 壹、緒論
  一、研究動機
  二、研究目的
貳、文獻探討
  一、家庭社經地位的意涵、理論與學習成就的相關研究
  二、家長支持與學習成就的相關研究
  三、教師支持與學習成就的相關研究
  四、自我效能內涵、理論與學習成就的相關研究
  五、合作學習與學習成就的相關研究
參、研究設計與實施
  一、研究架構
  二、變項測量
  三、資料來源與研究對象
  四、資料處理
肆、研究結果與討論
  一、不同閱讀學習成就的學生在各變項評估
  二、不同閱讀學習成就的學生在迴歸分析的結果
  三、綜合討論
伍、結論與建議
  一、結論
  二、建議
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相關論著:
張芳全,家庭學習資源、家長支持、教師支持、自我效能、合作學習與閱讀學習成就關聯之探討:以 2018 PISA 資料為例,學校行政,第 139 期,208-236 頁,2022年05月。
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