獨生子女與四位子女家庭的學習成就差異之研究

The Differences in Academic Achievement Between One-Child and Four-Child Families

本研究以基隆市國中生學習狀況資料庫資料，探討九年級生家庭為獨生子女與四位子女在學習成就差異，兩群學生各有102名與77名，透過獨立樣本平均數t檢定與迴歸分析的研究顯示：兩群子女在家庭社經地位、八個領域的學習成就沒有明顯不同，而獨生子女的自我教育期望明顯高於家庭有四位子女者。獨生子女為女生的國文、英語、自然、藝文及綜合活動學習成就明顯高於男生，而家庭有四位子女為女生僅在綜合活動領域學習成就明顯高於男生，其他七個領域則是男女生沒有明顯差異。兩群子女的家庭社經地位愈高，國文、數學、社會、自然領域的學習成就愈高。獨生子女在自我教育期望愈高，國文、英語、數學、社會及自然領域的學習成就愈好；然而家庭為四位子女之自我教育期望對各領域學習成就沒有明顯影響。兩群子女在學習成就和家庭社經地位沒有明顯不同，這與家庭資源稀釋理論論點不同，也就是與刻板印象認為子女數多，學習成就會愈差有落差。這是重要研究結果，研究中深入討論，提出建議供實務參考。

This study used the data from the learning status database of junior high school students in Keelung City to explore the differences in aca¬demic achievement between the only child and the children of the family with four children. These two groups of children had 102 and 87 samples respectively. Through independent samples of mean t-test and regression analysis, the conclusions showed that there was no significant difference between the two groups of children in terms of family socioeconomic status and academic achievement in the eight fields, and the self-educa¬tion expectations of only-children were significantly higher than those of families with four children. Girls who were the only child had signifi¬cantly higher academic achievements in Chinese, English, nature, art and comprehensive activities than boys, while girls with four children had significantly higher academic achievements than boys in the field of com-prehensive activities, and the other seven fields are both boys and girls No noticeable difference. The higher the socioeconomic status of the family with only child and four children, the higher the learning achievement in Chinese, mathematics, social, and natural fields. The higher the self-education expectations of the only child, the better the learning achieve¬ments in Chinese, English, mathematics, social and natural fields; how¬ever, the children’s self-education expectations of four-child families had no significant impact on the learning achievements in all fields. There was no significant difference in academic achievement and family socio¬economic status between an only-child family and a four-child family, which was obviously different from the theory of family resource dilu¬tion, that is, there was a clear gap with the stereotype that more children will lead to poorer academic performance. This is an important finding of this study, and relevant suggestions are provided for practical reference.