學生家庭社經地位與閱讀學習成就之併列中介效果探究：以臺灣參與PIRLS 2016為例

The Merger Mediation Effect Between Family Socioeconomic Status and Reading Achievement of Elementary School Students: Evidence from PIRLS 2016 Taiwan Data

家庭社經地位與學習成就之間存在許多中介因素，然而現有研究多以單一中介因素來探討，在資料分析也沒有考量資料常態性，此種結論受質疑。本研究以2016年臺灣參與PIRLS資料庫國小四年級生3,909名樣本，建立學習資源、數位設備、閱讀自信、家長喜歡閱讀、幸福感受等多重併列的中介模式，透過拔靴法檢定國小四年級學生的家庭社經地位與閱讀學習成就之間的多重中介效果，研究顯示：（一）家庭社經地位影響學習資源、數位設備、閱讀自信、家長喜歡閱讀、幸福感受。（二）家庭社經地位、學習資源、數位設備、閱讀自信、家長喜歡閱讀、幸福感受影響閱讀學習成就。（三）家庭社經地位分別透過學習資源、數位設備、閱讀自信、家長喜歡閱讀、幸福感受，個別影響閱讀學習成就，各個中介變項都具有部分中介效果。這些中介變項的間接效果重要性依序為學習資源、閱讀自信、數位設備、家長喜歡閱讀及幸福感受。家庭學習資源對閱讀學習成就的中介效果明顯高於其他四個中介變項的效果，以及閱讀自信對閱讀學習成就的中介效果明顯高於數位設備、家長喜歡閱讀及幸福感受對閱讀學習成就的間接效果。針對結論深入討論，提出具體建議。

There are many mediators between family socioeconomic status and academic achievement; however, existing studies have examined a single mediator and have not considered data normality in their data analysis, which has led to questionable conclusions. In this study, we used a sample of 3,909 Elementary 4 students in Taiwan who participated in the PIRLS database in 2016, and established a mediator model with multiple combi-nations of learning resources, digital devices, reading confidence, parent like reading, and feelings of happiness to examine the mediating effects between the family socioeconomic status and reading achievement of Elementary 4 students through the bootstrapping method. The conclu-sions revealed that: 1. Family socioeconomic status influenced learning, including resources, digital devices, reading confidence, parent like read-ing, and feelings of well-being. 2. Family socioeconomic status, learning resources, digital devices, reading confidence, parent like reading, and happiness affected reading achievement. 3. Family socio-economic status affects reading achievement through learning resources, digital devices, reading confidence, parent like reading, and feelings of well-being, and each of these mediating variables has a partial mediating effect. The in-direct effects of these mediating variables were, in order of importance, learning resources, reading confidence, digital devices, parent like read-ing, and feelings of happiness. In addition, the mediating effect of home learning resources on reading achievement was significantly higher than that of the other four mediating variables, and the mediating effect of reading confidence on reading achievement was significantly higher than that of digital devices, parent like reading, and feelings of happiness on reading achievement. The findings are discussed in depth and specific suggestions are made.