國中學生英語學習成就之多層次分析：以自我期望與主觀幸福感為調節變項

A Multilevel Study on the Impact Factors of Junior High School Students’ English Achievement: Taking Self-Expectation and Subjective Well-Being as Moderators

臺灣離島地區的英語學習成就表現是一個受到忽略的重要議題。本研究以澎湖縣德又國中（化名）的班級脈絡與學生因素對英語學習成就的影響，採問卷調查法蒐集一所學校15個班級共370名學生，區分為班級與學生層因素，透過多層次分析，獲得以下結論：一、班際差異解釋英語學習成就達26%，不可忽視；二、學生的家庭文化資本、父親教育期望、英語補習時間、國小低年級就補習英語、內外在英語學習動機對英語學習成就有正向助益；三、班級層的學生自我教育期望與主觀幸福感對英語學習成就各有正負向影響效果；四、班級自我教育期望與英語學習內在動機對英語學習成就具有調節效果，學生的主觀幸福感則否。

As a research topic, students’ English achievement in the surrounding islands of Taiwan has long been ignored. This study was thus conducted in Dea-Yun (pseudonym) Junior High School in outland Penghu, investigating how the context of classes and learner factors impacted the learners’ English achievement. Using a self-designed questionnaire, this study collected data from 15 classes of 370 students. The data were analyzed with multilevel modeling. The results were as follows. First, it was found that the class level variables significantly accounted for 26% of the variance in the English achievement. Second, among the learner factors, family cultural capital, fathers’ educational expectations, supplementary school English lessons from grade 1 to 7, starting time to receive supplementary school English lessons, as well as intrinsic and extrinsic English learning motivation were significant positive predictors for the English achievement. Third, it was demonstrated that as class-level factors, self-educational expectations positively predicted the English achievement, while subjective well-being had a negative predictive power. Fourth, while the class-level self-educational expectations and intrinsic English learning motivation revealed positive moderating power on the English achievement, subjective well-being did not.