暑期學習對族群學習差距的影響：潛在成長曲線模型分析   免費試閱

The Effects of Summer Learning on Ethnic Learning Achievement Gap: A Latent Growth Curve Model Approach

暑期學習究竟與學習成就族群差距的關聯性為何，學界的理解仍有侷限。基於此，本研究運用「台灣教育長期追蹤資料庫」（Taiwan Education Panel Survey, TEPS）7到12年級的四波貫時性資料，進行潛在成長曲線模型分析（latent growth curve modeling, LGCM），以探究暑期學習活動對台灣青少年學生學習成就的長期影響。研究結果發現，學習成就起始表現愈佳的學生，其日後的學習成長速率愈快，即學習成長具有強者愈強、弱者愈弱的馬太效應現象。另外，原住民學生家庭經濟較不利，使學生較少有機會參加暑期學習活動，自我的教育期望也愈低，因而導致原住民學生學習成就的成長明顯不如非原住民學生，並加大其與非原住民學生學習成就的差距。

Little information is available about the relationships between summer learning and learning achievement gap of different ethnic students. This study used four waves of the Taiwan Education Panel Survey (TEPS) for seventh- to twelfth-grade students to construct a latent growth curve model (LGCM) and carry out a longitudinal analysis, in order to explore the summer learning’s long-term effect on ethnic gap of Taiwan adolescent students’ learning achievement. The results showed that adolescents with better performance in early learning had greater growth in later learning achievements. In addition, aboriginal children who are mostly from family of low economic condition would have fewer opportunities to participate in summer learning activities, and further reduce their self-education expectations. This consequence would let aboriginal children have significantly lower learning growth levels later than non-aboriginal children. In other words, these kinds of disadvantage would widen the learning achievement gap between aboriginal children and non-aboriginal children.