| 關 鍵 詞： |
英語學習成就；教育期望；英語學習動機；家庭文化資本；家庭社經地位 |
| 中文摘要： |
家庭社經地位與學習成就之間存在許多中介因素，然而現有研究分析此議題僅以少數幾個中介因素，並以 Sobel（1982）或 Baron 與 Kenny（1986）的方法檢定中介效果，但這些方法沒有考量資料常態性問題。本研究目的在探討學生的家庭社經地位與英語學習成就之關係，從基隆市國民中學學習狀況調查資料庫蒐集七年級 775 名學生，以六個平行中介變項的模式，運用 PROCESS 軟體之拔靴法檢定中介效果。研究顯示：（一）家庭社經地位正向顯著影響家庭文化資本、補習英語時間、英語學習動機、家長教育期望、自我教育期望與閱讀態度；（二）家庭社經地位及六個中介變項正向顯著影響英語學習成就；（三）六個中介變項對英語學習成就具有部分中介效果，其效果量依序為自我教育期望、家庭文化資本、補習英語時間、家長教育期望、英語學習動機與閱讀態度。雖然家庭社經地位透過六個平行中介變項影響英語學習成就，但六個中介變項之間的間接效果沒有明顯差異。本研究以六個平行中介變項來瞭解家庭社經地位與學習成就之關係，除了支持家庭地位直接對學習成就明顯影響之外，學校及教師和家長應瞭解六個中介變項的實務意義，以提升學生英語學習成就。
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| 英文關鍵詞： |
English learning achievement；educational expectations；English learning motivation；family cultural capital；family socioeconomic status |
| 英文摘要： |
There are many mediating factors between family socioeconomic status and academic achievement. However, existing research on this issue often employed a few mediating factors, and tested the mediation effect using the method of Sobel (1982) or Baron and Kenny (1986). These methods did not consider data normality. The purpose of this study is to explore the relationship between students’ family socioeconomic status and English learning achievement. 775 seventh-grade students were collected from the learning status survey database of Keelung National Middle School, using a model with six parallel mediation variables, the bootstrap method of the PROCESS software was employed to examine the mediation effect. The research showed that: 1. Family socioeconomic status positively and significantly affected six mediating variables, including family cultural capital, English tutoring time, English learning motivation, parents’ educational expectations, self-education expectations and reading attitude. 2. Family socioeconomic status and six mediating variables positively and significantly affected English learning achievement. 3. The six mediating variables had a partial mediating effect on English learning achievement, and their effect sizes were, in order, selfeducational expectations, family cultural capital, tutoring English time, parents’ educational expectations, English learning motivation and reading attitude. Although family socioeconomic status affects English learning achievement through six parallel mediating variables, there was no significant difference in the indirect effects among the six mediating variables. This study employed six parallel mediating variables to explain the relationship between family socioeconomic status and academic achievement. In addition to supporting the obvious direct impact of family status on academic achievement, schools, teachers and parents should understand the practical significance of the six mediating variables. To improve students’ English learning achievements.
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| 目 次： |
壹、緒論
一、研究動機
二、研究目的
貳、文獻探討
一、家庭社經地位的理論與學習成就之關係
二、教育期望與學習成就
三、學習動機與學習成就
四、閱讀態度與學習成就
五、中介變項的論證
參、研究設計與實施
一、研究架構
二、變項測量
三、資料來源、研究對象與研究工具
四、資料分析與統計方法
肆、研究結果與討論
一、各變項特性的評估
二、家庭 SES 透過六個中介變項對英語學習成就的檢定結果
三、綜合討論
伍、結論與建議
一、結論
二、建議
參考文獻
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