七年級學生英語學習成就因素模式之探索

An Exploration of Correlated Factors Influencing an English Academic Achievement Model for th Graders'

"基於文化資本、教育期望與學習動機理論，本研究建構一個與國中生英語學習成就因素有關的模式，以探討國中生英語學習成就的相關因素。有別於現有研究，本研究將文化資本分為靜態與動態文化資本，並將它及學習動機列入分析。研究資料取自「國中生學習表現資料庫」第一波國一生,名樣本，運用結構方程模式對所提出的模式檢定。獲得結論顯示：一、家庭社經地位愈高，靜態與動態的文化資本愈多，家長教育期望愈高；二、家庭社經地位會透過家庭靜態與動態文化資本、家長教育期望及英語學習動機等路徑間接影響子女英語學習成就；三、家庭靜態文化資本與動態文化資本對英語學習成就都具有顯著關聯，然而動態文化資本對英語學習成就為負向關聯。四、英語學習動機對英語學習成就的整體效應比家庭社經地位大，是模式中的影響力較重要者。五、家庭SES透過家長教育期望與動態文化資本分別對於英語學習成就具有完全中介效果。本研究的貢獻在於把文化資本分為靜態與動態類型發現，家長教育期望與動態文化資本在家庭SES與英語學習成就之間具有完全中介效果，代表兩個因素對英語學習成就的影響比家庭社經地位還要重要。針對上述結論提出具體建議，供實務及未來研究參考。"

This study proposes an English achievement model and identifies the correlated factors influencing junior high school students' English academic achievement. The proposed model utilizes the theories of cultural capital, educational expectations and motivation as frames of reference. Data used in this study were drawn from the ''Learning Performance Survey of Junior High School Students '' database developed in 00, with , th graders as samples. Structural equation modeling (SEM) was performed to analyze the data. Results indicated that: . The higher the socioeconomic status (SES) was, the more static and dynamic cultural capital the family possessed and the higher educational expectations the parents had. . SES indirectly influences students' English academic achievement, families' static and dynamic cultural capital, parents' educational expectations, and English learning motivation as mediator variables. . Family static cultural capital had a great effect on English academic achievement than did family dynamic cultural capital. Moreover, among all the variables, English learning motivation had the strongest influencing power, stronger than SES, on English academic achievement. Finally, SES had a full mediated effect on English learning achievements through parental education expectations and dynamic cultural capital. The contribution of this research was to divide cultural capital into static and dynamic types, and it was found that parents' educational expectations and dynamic cultural capital had significant mediating effects on family SES and English learning achievement. This shows that the above two factors have greater impacts on English learning achievement than do family and society. Moreover, SES played an even more important role than other factors. In response to the above conclusions, specific suggestions were provided for practical application and future research directions.