社經背景、學業成績、父母教育期望與學生教育抱負、職業抱負的關聯性研究：以臺東地區國二生為例

美國與許多國家進行多次驗證威斯康辛模型都得到支持，有些學者認為，威斯康辛模型適用於任何社會，不需要再做任何驗證。然而，適用許多國家的威斯康辛模型，並不表示適用於臺灣，特別是社經地位最低、原住民最多、學生成績特別低落的臺東地區。本研究採用「臺東縣教育長期追蹤資料庫」的國二學生與家長普查資料作為路徑分析，來驗證威斯康辛模型在臺東的適用性。研究結果顯示：社經背景愈高，學業成績愈高，父母教育期望也愈高，進而提高學生教育抱負與職業抱負；此外，學業成績對於學生的教育抱負與職業抱負都有直接影響；再者，原住民由於社經背景較漢人低，造成學生的學業成績比漢人低，導致其教育抱負與職業抱負都比漢人低。

Previous findings suggest very few studies have challeged the basic empirical findings of the Wisconsin model. Although the model is used in many countries, it is less common in Taiwan, especially in Taitung where the aboriginal population percentage is high and socio-economic status and academic performance amongst students are low. Through use of the Taitung Educational Panel Survey we tested the Wisconsin model using path analysis. We modified the Wisconsin model to fi t the environment and conditions in Taitung. This study indicates that the higher the socioeconomic background of students, the better academic performance and greater educational expectations are shown from parents. These factors were also found to play a role in motivating the students more in terms of educational and occupational aspirations. From the study, Aboriginal students in Taitung were found to have lower academic performance compared to the Hans students. Since the socioeconomic background is lower for Aboriginals compared to Hans people in Taiwan, this could correlate to the fact that Aboriginal students had lower academic performance, and hence less motivational educational and occupational goals in comparison to the Hans students.