體驗區
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| 篇名 |
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2018PISA資料為例
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| 並列篇名 |
The Correlation Among Family Learning Resources, Parental Support, Teacher Support, Self-efficacy, Cooperative Learning and Reading Learning Achievement: Evidence from 2018 PISA Data
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| 作者 |
張芳全(Fang-Chung Chang)
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| 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。
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| 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.
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| 頁次 |
208-236
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| 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
、family learning resources
、parental support
、reading learning achievements
、self-efficacy
、teacher support
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| 卷期 |
139
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| 日期 |
202205
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| 刊名 |
學校行政
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| 出版單位 |
社團法人中華民國學校行政研究學會
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| DOI |
10.6423/HHHC.202205_(139).0010
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