期刊目錄列表 - 62卷(2017) - 【教育科學研究期刊】62(4)十二月刊（本期專題：校務研究與高教發展）
Directory
（專題）家庭資源、學習態度、多元入學管道與學習成效關聯性之研究：以臺灣某大學為例
作者:黃政仁(東海大學會計學系)、黃偉婷(東海大學會計學系)
卷期：62卷第4期
日期：2017年12月
頁碼：117-143
DOI：10.6209/JORIES.2017.62(4).05
摘要：
本研究主要目的在探討家庭資源、學習態度、多元入學管道與學習成效之間的關係。研究對象主要是個案大學的大一學生，並控制學生之背景變數，建構以家庭資源為自變數，學習態度、多元入學管道與學習成效為依變數的廣義結構方程模型。有別於過去的研究，本研究將學習成效分為智育及服務學習之學習成效，且智育之學習成效包含較具客觀性的會考成績。研究結果顯示，家庭資源愈豐富，學生智育與服務的學習成效反而愈差。其次，家庭資源愈豐富的學生傾向於選擇甄選入學管道。最後，學生的學習態度愈佳，則無論智育或服務之學習成效也會愈好。
關鍵詞：大學多元入學管道、家庭資源、學習成效、學習態度
《詳全文》
參考文獻：
- 大學入學考試中心（1999）。八十七學年度推薦甄選追蹤調查研究報告。臺北市：作者。【College Entrance Examination Center. (1999). 87 school year recommendation and screening investigation report. Taipei, Taiwan: Author.】
- 大學入學考試中心（2010）。大學多元入學方案之檢討與改進研究計畫結案報告。臺北市：作者。【College Entrance Examination Center. (2010). Report on the review and improvement of the university multiple enrollment program. Taipei, Taiwan: Author.】
- 大學招生委員會聯合會（2017）。入學管道。取自http://www.jbcrc.edu.tw/admission.html 【Joint Board of College Recruitment Commission. (2017). Admission channels. Retrieved from http://www.jbcrc. edu.tw/admission.html】
- 田芳華、傅祖壇（2009）。大學多元入學制度：學生家庭社經背景與學業成就之比較。教育科學研究期刊，54（1），209-233。doi:10.3966/2073753X2009035401008 【Tien, F.-H., & Fu, T.-T. (2009). Multi-channel college entrance system: Relationship between family background, academic achievement and entrance channels. Journal of Research in Education Sciences, 54(1), 209-233. doi:10.3966/2073753X2009035401008】
- 何福田、林顯輝、黃冬富、李武仁、林春菊（1997）。八十五學年度推薦甄選追蹤調查研究─國立屏東師範學院。臺北市：大學入學考試中心。【He, F.-T., Lin, S.-H., Huang, D.-F., Li, W.-R., & Lin, C.-J. (1997). Recommendation and screening investigation research－National Pingtung Teachers College. Taipei, Taiwan: College Entrance Examination Center.】
» 展開更多
- 大學入學考試中心（1999）。八十七學年度推薦甄選追蹤調查研究報告。臺北市：作者。【College Entrance Examination Center. (1999). 87 school year recommendation and screening investigation report. Taipei, Taiwan: Author.】
- 大學入學考試中心（2010）。大學多元入學方案之檢討與改進研究計畫結案報告。臺北市：作者。【College Entrance Examination Center. (2010). Report on the review and improvement of the university multiple enrollment program. Taipei, Taiwan: Author.】
- 大學招生委員會聯合會（2017）。入學管道。取自http://www.jbcrc.edu.tw/admission.html 【Joint Board of College Recruitment Commission. (2017). Admission channels. Retrieved from http://www.jbcrc. edu.tw/admission.html】
- 田芳華、傅祖壇（2009）。大學多元入學制度：學生家庭社經背景與學業成就之比較。教育科學研究期刊，54（1），209-233。doi:10.3966/2073753X2009035401008 【Tien, F.-H., & Fu, T.-T. (2009). Multi-channel college entrance system: Relationship between family background, academic achievement and entrance channels. Journal of Research in Education Sciences, 54(1), 209-233. doi:10.3966/2073753X2009035401008】
- 何福田、林顯輝、黃冬富、李武仁、林春菊（1997）。八十五學年度推薦甄選追蹤調查研究─國立屏東師範學院。臺北市：大學入學考試中心。【He, F.-T., Lin, S.-H., Huang, D.-F., Li, W.-R., & Lin, C.-J. (1997). Recommendation and screening investigation research－National Pingtung Teachers College. Taipei, Taiwan: College Entrance Examination Center.】
- 吳武典、林繼盛（1982）。家庭與學校聯繫程度與兒童學業成就和生活適應之關係。教育心理學報，15，127-137。doi:10.6251/BEP.19820601.9 【Wu, W.-T., & Lin, C.-S. (1982). Family contacts with the school as related to pupils’ achievement and adjustment. Bulletin of Educational Psychology, 15, 127-137. doi:10.6251/BEP.19820601.9】
- 吳淑禎、李咏吟（2007）。「大學生效率學習量表」發展。教育與心理研究，30（4），173-197。【Wu, S.-C., & Li, Y.-Y. (2007). The development of effective learning scale for college students. Journal of Education and Psychology, 30(4), 173-197.】
- 吳清山（2011）。我國高等教育革新的重要課題與未來發展之分析。長庚人文社會學報，4（2），241-280。【Wu, C.-S. (2011). The issues and trends of higher education reform in Taiwan. Chang Gung Journal of Humanities and Social Sciences, 4(2), 241-280.】
- 李文益（2004）。文化資本、多元入學管道與學生學習表現—以台東師院為例。臺東大學教育學報，15（1），1-32。【Li, W.-Y. (2004). Cultural capital, multiple entrance paths and student academic performance－A study of the National Taitung Teacher’s College. NTTU Educational Research Journal, 15(1), 1-32.】
- 李文益、黃毅志（2004）。文化資本、社會資本與學生成就的關聯性之研究─以台東師院為例。臺東大學教育學報，15（2），23-58。【Li, W.-Y., & Huang, Y.-J. (2004). The study on relationship among cultural capital, social capital and students’ achievement－An example of National Taitung Teachers College. NTTU Educational Research Journal, 15(2), 23-58.】
- 李敦仁（2007）。人力資本、財務資本、社會資本與教育成就關聯性之研究：Coleman家庭資源理論模式之驗證。教育與心理研究，30（3），111-141。【Li, D.-R. (2007). An empirical study on the relationship between human capital, financial capital, social capital and educational achievement: A test of Coleman family resources model. Bulletin of Educational Psychology, 30(3), 111-141.】
- 李敦仁、余民寧（2005）。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫資料為例。臺灣教育社會學研究，5（2），1-47。【Li, D.-R., & Yu, M.-N. (2005). The verification of a structural equation model on SES, siblings, household education resources and educational achievement: Using the empirical data of the 2001 TEPS. Taiwan Journal of Sociology of Education, 5(2), 1-47.】
- 周新富（2006）。家庭教育學：社會學取向。臺北市：五南。【Chou, H.-F. (2006). Family education: Sociology orientation. Taipei, Taiwan: Wu-Nan Book.】
- 林梅琴（2009）。從人生哲學課程結合服務─學習探討學生獲益之研究。課程與教學，12（3），27-56。【Lin, M.-C. (2009). The study of student attainments in the course of philosophy of life applied with immersing service-learning activities. Curriculum & Instruction Quarterly, 12(3), 27-56.】
- 洪昆裕、董興國（2006）。從學習理論探討影響網路學習績效因素之研究─以銘傳大學學生為例。電子商務學報，8（3），295-311。doi:10.6188/JEB.2006.8(3).01 【Hung, K.-Y., & Tung, H.-K. (2006). A study on the critical factors of the performance of elearning application on education from the learning theory perspective－The Ming Chuan University students as samples. Journal of e-Business, 8(3), 295-311. doi:10.6188/JEB.2006.8(3).01】
- 張春興（2004）。教育心理學。臺北市：東華。【Chang, C.-H. (2004). Educational psychology. Taipei, Taiwan: Tung Hua.】
- 張苙雲（2017）。臺灣教育長期追蹤資料庫：第一波（2001）國中學生問卷。取自http://www. teps.sinica.edu.tw/subject.htm 【Chang, L.-Y. (2017). Taiwan education long-term tracking database: First wave (2001) junior high school student questionnaire. Retrieved from http://www.teps.sinica.edu.tw/subject.htm】
- 教育部青年發展署（2017）。教育部服務學習推動方案。取自https://servicelearning.yda.gov.tw/ lawContent.php?menuID=16&id=633&typeID=0 【Youth Development Administration Ministry of Education. (2017). Service learning promotion program of Ministry of Education. Retrieved from https://servicelearning.yda.gov.tw/lawContent.php?menuID=16&id= 633&typeID=0】
- 陳建州、劉正（2004）。論多元入學方案之教育機會均等性。教育研究集刊，50（4），115-146。【Chen, C.-C., & Liu, C. (2004). The multi-phase high school entrance program and the equity of educational opportunity. Bulletin of Educational Research, 50(4), 115-146.】
- 陳寬裕、王正華（2010）。論文統計分析實務：SPSS與AMOS的運用。臺北市：五南。【Chen, K.-Y., & Wang, C.-H. (2010). Statistical analysis practice of papers: Application of SPSS and AMOS. Taipei, Taiwan: Wu-Nan Book.】
- 黃毅志（2005）。教育研究中的「職業調查封閉式問卷」之信效度分析。教育研究集刊，51（4），43-71。【Huang, Y.-J. (2005). An analysis of the reliability and validity of the close-ended questionnaire of the occupational survey in the educational research. Bulletin of Educational Research, 51(4), 43-71.】
- 黃毅志（2008）。如何精確測量職業地位？「改良版台灣地區新職業聲望與社經地位量表」之建構。臺東大學教育學報，19（1），151-160。【Huang, Y.-J. (2008). The construction and assessment of the “new occupational prestige and socioeconomic scores for Taiwan”: The indigenization of the social science and sociology of education research. NTTU Educational Research Journal, 19(1), 151-160.】
- 劉秀菊、丁原郁、鄭如安（2010）。現實治療團體輔導方案對國小國語科學業低成就學生學習態度與學習成就輔導效果之研究。教育心理學報，42（1），53-76。doi:10.6251/BEP.20100421 【Liu, H.-C., Ting, Y.-Y., & Cheng, J.-A. (2010). The effects of a reality therapy group guidance program for underachieving elementary students in regard to their mandarin learning attitudes and achievements. Bulletin of Educational Psychology, 42(1), 53-76. doi:10.6251/BEP.20100421】
- 蕭佳純、董旭英、饒夢霞（2009）。以結構方程式探討家庭教育資源、學習態度、班級互動在學習成效的作用。教育科學研究期刊，54（2），135-162。doi:10.3966/2073753X200906540 2006 【Hsiao, C.-C., Tung, H.-Y., & Rau, M.-S. (2009). The effects of family resources, learning attitudes and class interaction on academic performances by using structure equation modeling. Journal of Research in Education Sciences, 54(2), 135-162. doi:10.3966/2073753X2009065402006】
- Aschaffenburg, K., & Maas, I. (1997). Cultural and educational careers: The dynamics of social reproduction. American Sociological Review, 62(4), 573-587. doi:10.2307/2657427
- Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing science, 16(1), 74-94. doi:10.1007/BF02723327
- Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 487-511). New York, NY: Oxford University Press.
- Coleman, J. S. (1968). Equality of education opportunity. Washington, DC: Government Printing Office.
- Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94(Supplement), 95-120. doi:10.1086/228943
- Conger, R. D., Conger, K. J., Elder, G. H., Lorenz, F. O., Simons, R. L., & Whitbeck, L. B. (1992). A family process model of economic hardship and adjustment of early adolescent boys. Child Development, 63(3), 526- 541. doi:10.2307/1131344
- Conrad, D., & Hedin, D. (1991). School-based community service: What we know from research and theory. Phi Delta Kappan, 72(10), 743-749.
- De Graaf, P. M. (1986). The impact of financial and cultural resources on educational attainment in the Netherlands. Sociology of Education, 59(4), 237-246. doi:10.2307/2112350
- Dodge, K. A., Pettit, G. S., & Bates, J. E. (1994). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child Development, 65(2), 649-665. doi:10. 2307/1131407
- Erikson, E. H. (1963). Childhood and society (2nd ed.). New York, NY: Norton.
- Farkas, G., Grobe, R. P., Sheehan, D., & Shuan, Y. (1990). Cultural resources and school success: Gender, ethnicity, poverty groups within an urban school district. American Sociology Review, 55(1), 127-142. doi:10.2307/2095708
- Fisher, S. L., & Ford, J. K. (1998). Differential effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51(2), 397-420. doi:10.1111/j.1744-6570.1998. tb00731.x
- Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. doi:10.2307/ 3151312
- Gettinger, M., & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31(3), 350-365.
- Guo, G., & Harris, K. M. (2000). The mechanisms mediating the effects of poverty on children’s intellectual development. Demography, 37(4), 431-447. doi:10.2307/2648070
- Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Pearson Prentice-Hall.
- Hofferth, S. L., Boisjoly, J., & Duncan, G. J. (1998). Parents’ extrafamilial resources and children’s school attainment. Sociology of Education, 71(3), 246-268. doi:10.2307/2673204
- National Institute of Education. (1984). Involvement in learning: Realizing the potential of American higher education: Final report of the study group on the conditions of excellence in American higher education. Retrieved from ERIC database. (ED246833)
- Nunnally, J. C. (1978). Psychometric theory (2nd ed.). Hillsdale, NJ: McGraw-Hill.
- Psacharopoulos, G., & Tassoulas, S. (2004). Achievement at the higher education entry examinations in Greece: A procrustean approach. Higher Education, 47(2), 241-252. doi:10.1023/B:HIGH. 0000016444.59253.a6
- Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Columbus, OH: Charles E. Merrill.
- Sax, L. J., Lehman, K. J., Barthelemy, R. S., & Lim, G. (2016). Women in physics: A comparison to science, technology, engineering, and math education over four decades. Physical Review Physics Education Research, 12(2), 1-17. doi:10.1103/PhysRevPhysEducRes.12.020108
- Scott, J. (2004). Family, gender, and educational attainment in Britain: A longitudinal study. Journal of Comparative Family Studies, 35(4), 565-589.
- Shiarella, A. H., McCarthy, A. M., & Tucker, M. L. (2000). Development and construct validity of scores on the community service attitudes scale. Education and Psychological Measurement, 60(2), 286-300. doi:10.1177/00131640021970510
- Teachman, J. D. (1987). Family background, educational resource, and educational attainment. American Sociological Review, 52(4), 548-557. doi:10.2307/2095300
- Trusty, J., Robinson, C. R., Plata, M., & Ng, K. M. (2000). Effects of gender, socioeconomic status, and early academic performance on postsecondary educational choice. Journal of Counseling and Development, 78(4), 463-472. doi:10.1002/j.1556-6676.2000.tb01930.x
- Vermunt, J. D., & Vermetten, Y. J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16(4), 359-384. doi:10.1007/s10648-004-0005-y
- Warr, P., & Downing, J. (2000). Learning strategies, learning anxiety and knowledge acquisition. British Journal of Psychology, 91(3), 311-333. doi:10.1348/000712600161853
Journal directory listing - Volume 62 (2017) - Journal of Research in Education Sciences【62(4)】December (Special Issue: Institutional Research and Higher Education Development)
Directory
(Special Issue) Relationships Among Family Resources, Learning Attitudes, University Admission Channels, and Learning Performance: Case of a Taiwanese University
Author: Cheng-Jen Huan (Accounting Department, Tunghai University), Wei-Ting Huang (Accounting Department, Tunghai University)
Vol.&No.：Vol. 62, No.4
Date：December 2017
Pages：117-143
DOI：10.6209/JORIES.2017.62(4).05
Abstract：
This study analyzed the interrelationships between family resources, learning attitudes, university admission channels, and learning performance. This study used first-year college students enrolled at the case university as the research sample. This research applied the generalized structural equation model and used family resources as its independent variable and learning attitude, university admission channels, and learning performance as dependent variables. Learning performance was separated into intellectual and service learning performance. The empirical results indicated that students with more family resources were less likely to exhibit high intellect and high service learning performance. In addition, students with more family resources were more likely to enter the university through recommendations and screening. Finally, students with superior learning attitudes were more likely to exhibit high intellect and high service learning performance.
Keywords：family resource, learning attitude, learning performance, multiple university admission channels