Relationships Among Family Resources, Learning Attitudes, University Admission Channels, and Learning Performance: Case of a Taiwanese University
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.
|關鍵詞||大學多元入學管道、家庭資源、學習成效、學習態度、family resource、learning attitude、learning performance、multiple university admission channels|