高級中學學生家庭社經背景﹑教師期望與學業成就之關係

中等教育的實施，世界民主國家皆有一共同的趨勢，即不論是制度上或課程上的各項改革方案，咸以促進「教育機會均等」理想之實現為依歸。所謂教育機會均等，究其主要精神，不外二端：第一、要廣開學校的大門，讓來自各類家庭的學齡人口，皆不受歧視，一概享有相同的入學機會，以達「有教無類」的目標。第二、在有教無類的基礎上，發揮「因材施教」的功能，使來自不同背景的學生，皆不虞限制，各依才情盡力表現，俾獲致適當而成功的學習經驗。有鑑於此，自第二次世界大戰以後，關心教育機會均等的學習，紛將探討的重點，置於學生家庭背景及其「教育可能性」（educability）的關係上；三十多年來，研究途徑幾經轉折，日趨精密，研究發現推陳出新，資料浩翰，成果可謂相當豐碩。

The purposes of the study were：（1）to investigate the interrelationship among three factors of senior─high─school students ─ family social─economic status， teachers’ expectations and academic achievement；（2）to determine the effects of such family social─economic status and teachers’ expectations on students’ academic achievement.The factor， family social─economic status（SES）， includes parents’ occupation， parents’ years of family economic status. Teachers’ expectations include the expectations of teachers on three levels of student achievement， current academic ability， performance at the end of the semester and at the college entrance examination. Academic achievement includes scores of students at three kinds of achievement test：Chinese， Mathematics， English.The subjects were 144 teachers and 2，396 students（1，166 female and 1，238 male） from 20 senior─high schools in Taiwan. Achievement tests constructed by the Ministry of Education for senior─high schools were used to measure students’ academic achievement. A questionnaire was devised to measure family SES and teachers’ expectations. Data were analyzed by using ANOVA and multiple regression analysis for groups of male， female， humanities， science， and total students.The results of the analysis of data led to the following conclusions：（1）Family SES was positively related to academic achievement. Students with high family SES obtained higher achievement scores than those with low family SES.（2）Teachers’ expectations correlated positively with academic achievement. Students with high teachers’ expectations had higher achievement scores as compared with those of low teacher─expectations.（3）Family SES and teachers’ expectations explained more than 20% of the variance of students’ achievement scores in Chinese， 20% to 25% in Mathematics， more than 20% to nearly 50% in English.（4）Three most important variables in predicting students’ achievement scores were：teachers’ expectations on student performance at college entrance examination， the students’ perceptions of such expectations， and fathers’ years of schooling.