國小學生的家庭社經地位、學習資源、數位設備、閱讀自信、幸福感受、家長喜歡閱讀和閱讀學習成就之關聯探究

The Relationship Among Primary School Students’Family Socioeconomic Status, Home Resources for Learning, Digital Devices, Reading Confidence, Happiness, Parental Liking for Reading and Reading Achievement

本研究以2016年臺灣參與促進國際閱讀素養研究（Progress in International Reading Literacy Study）的3,909名國小四年級學生資料，探討學生家庭社經地位、學習資源、數位設備、閱讀自信、幸福感受、家長喜歡閱讀和閱讀學習成就之關聯性，獲得結論如下：影響國小學生閱讀學習成就的重要變項依序是閱讀自信、學習資源、家庭社經地位、數位設備、家長喜歡閱讀、幸福感受。本研究特色在於發現，國小四年級學生閱讀自信對閱讀學習成就的解釋變異量最大，且家庭學習資源仍不可忽略，而數位設備和家長喜歡閱讀也是提高學生閱讀學習成就的關鍵因素。在數位化時代，家庭學習資源以及家長喜歡閱讀，可以提升子女閱讀學習成就。針對結論深入討論，提出具體建議。

This study used the data of 3,909 fourth-grade elementary school students who participated in the Progress in International Reading Literacy Study in Taiwan in 2016 to explore the relationships among the socioeconomic status of the students’families, home resources for learning, digital devices, reading confidence, happiness, parental liking for reading and reading achievement. The conclusions were as follows: The ranking of variables which affect reading achievement in the order of importance were reading confidence, home resources for learning, family socioeconomic status, digital devices, parental liking for reading, and happiness. The contribution of this study was to find that, for fourth-grade elementary school students in Taiwan, reading confidence was the most important factor which affect reading achievement. Also, home resources for learning cannot be ignored; digital devices and parental liking for reading were also key factors related to reading achievement. In the digital age, home resources for learning in this area at home and parental liking for reading can improve children’s reading achievement. Based on the conclusions and discussion of this study, some specific recommendations are provided.