從社會網絡觀點探討家長學校參與的測量

Exploring the Measurement of Parent Involvement from the Perspective of Social Network

社會資本的測量必須基於社會網絡的概念，才能有效地區別不同社會關係所產生的社會資本。依此，本研究以家長學校參與為例，以程度與位置概念測量不同社會關係的家長學校參與，並以一所國小高年級學生為例，比較不同測量方式下的結果。若僅以程度的概念測量家長參與，結果顯示，父母擔任家長會委員或志工的次數或總年數愈多，其子女的國語文成績愈好，但是無法區別不同角色所產生的社會資本的效果；而若以程度與位置的概念測量家長參與，分析顯示，曾擔任家長會委員者，其子女的國語文成績高於其他人；曾擔任學校志工者，其子女的國語文成績與其他人無異。此意指不同的家長學校參與所構築的「家庭學校」社會網絡，必須以適切的方式測量，方能獲致較為合理的說明。

Discussion of the measurement of social capital must be based on the concept of the social network, so that analysis of the variety of effects of social capital can be understood. This study takes parental involvement in schooling as an example, and discusses the strength of the social network in terms of parent involvement by different parents of upper grade students in a large elementary school. It adopts the concepts of degree and position to estimate the effects of different types of parent involvement on children’s linguistic achievement. In terms of measurement based on the concept of degree, the frequency with which parents served as members of the parent’s association and performed school volunteer work had a positive effect on children’s linguistic achievement. However, it was impossible to separately distinguish the effects of social capital generated by these two different roles. As for measurements based on degree and position, it was found that children of members of parent’s associations had better linguistic achievement. This implies that the measurement of social capital related to parent involvement must be in accord with discussion of the social network.