台灣地區國中生背景因素及中介因素與英語學業成就之關係

Abstract

本研究旨在了解國中生背景因素及中介因素與英語學業成就之關係。針對吳信鳳與張鑑如(2005)所進行「提早於幼兒階段學習英語與後續英語、國文成就與能力相關研究」進行次級資料分析，研究對象人數為6898人。本研究將資料重新分為「社會資本」、「財務資本」、「英語補習」、「情意因素」四個中介變項。研究結果發現: 一、 性別與英語學業成就之關係: 國中女生英語學業成就較佳，部分係透過社會資本、英語補習、情意因素為中介產生影響，但不會透過財務資本為中介產生影響。亦即國中女生在社會關係、英語補習、情意因素比男生有利，進而影響英語學業成績，但男生及女生在出國面向上是相似的，無顯著差異。 二、 家長教育程度與英語學業成就之關係 家長教育程度越高則子女英語成績越佳，部分係透過社會資本、財務資本、英語補習、情意因素為中介產生影響。即家長教育程度越高，則子女社會關係、出國比例、英語補習、情意因素就越具優勢，進而影響英語學業成績。 三、 家長職業與英語學業成就之關係 家長職業收入越高則子女英語學業成績越佳，部分係透過社會資本、財務資本、英語補習、情意因素為中介產生影響。無收入、收入不穩、藍領階級的子女，在社會資本、財務資本、英語補習顯著低公教與專業人士的子女；收入不穩、藍領階級的子女，情意也顯著低於公教與專業人員的子女，進而影響其英語學業成績表現。 四、 居住地區都市化程度與英語學業成就之關係 偏遠山區的國中生，控制性別、家長教育程度、家長職業因素後，其英語成績則與其他地區無顯著差異。 本研究針對上述發現加以討論，並提出未來研究建議。The purpose of this study was to understand the relationship among the personal background, intervening variables and English academic achievement in junior high school students in Taiwan. Using secondary analysis method, this study analyzed the data collected by Wu& Chang (2005). Subjects were 6896 junior high school students in Taiwan. In this study, social capital, financial capital, English supplementary lessons and affective factor were defined as the intervening variables. The major findings gained from this study were stated as follows: 1. The relationship between gender of students and English academic achievement Junior high school girls received better grades than boys and social capital, English supplementary lessons and affective factor, instead of financial capital, were found to be the intervening variables affecting English academic performance in girls. 2. The relationship between parental education level and students’ English academic achievement This study found that the students whose parents had higher education level performed better in English and social capital, financial capital, English supplementary lessons and affective factor were all the intervening variables. 3. The relationship between parental occupation and students’ English academic achievement This study found that the higher parents’ occupation level, the better their children’s grades in English. Social capital, financial capital, English supplementary lessons and affective factor played as the intervening variables influencing students’ English academic performance. Moreover, students whose parents did not have income, had unstable income or were blue collar workers had the lowest scores in social capital, financial capital and English supplementary lessons than students whose parents were professionals and government employees. Students whose parents did not have stable income or were blue collar workers had the worst performance in affective factor than students whose parents were professionals and government employees. 4. The relationship between urbanization of living and students’ English academic achievement After controlling the factor of gender, parental education level and parental occupation, the grades of junior high school students who lived in far mountain areas were not significantly different from the ones who lived in other areas. Educational implication and suggestions for the future study were discussed.