家庭社經地位對數學學習成就的影響：多重中介變項之探究

The Impacted Factors of Family Socioeconomic Status on Mathematics Learning Achievement: Multiple Mediators to Explore

學生的家庭社經地位是解釋學習成就的重要因素之一。家庭社經地位影響學習成就存在著中介因素，但現有研究常以單一中介因素，並以Baron與Kenny（1986）或Sobel（1982）的方法來檢定，這些方法並未考量資料常態性，其分析結果備受質疑。本研究以多重中介為模式，透過拔靴法檢定家庭社經地位影響學習成就因素的中介效果。本研究以基隆市國民中學學習狀況調查資料庫七年級生2,750筆資料為分析樣本。獲得以下結論：一、家庭社經地位影響其文化資本、補習時間、學習動機與教育期望；二、家庭社經地位、文化資本、補習時間、學習動機與教育期望影響數學學習成就；三、家庭社經地位分別透過文化資本、補習時間、學習動機、教育期望，進而影響數學學習成就具有完全中介效果。就整體而言，家庭社經地位透過四個中介變項整體影響數學學習成就，而這些中介變項間接效果量依序為教育期望、文化資本、學習動機與補習時間。本研究之貢獻在於運用多重中介變項探討家庭社經地位與學習成就的影響關係，找出影響學習表現的重要因素，提出改善學生學習表現的因應策略。

Students’ family social and economic status is one of the important factors explaining learning achievements. However, there are mediated factors between family socioeconomic status, and learning achievements. Existing studies often used a single mediator and used the methods of Baron and Kenny (1986) or Sobel (1982) to test. However, these methods did not consider the normality of data, and their analysis results were questioned. This study used multiple mediators as a model and examined the mediating effect of family socioeconomic status that affected learning achievements by the method of bootstrapping. In the study, 2,750 students from the 7th graders of the Keelung National Middle School Learning Survey Database were used as analysis samples. The following conclusions were obtained: 1. Family socioeconomic influenced its cultural capital, tutoring time, mathematics learning motivation and educational expectations. 2. Family socioeconomic status, cultural capital, time for tutoring mathematics, learning motivation and educational expectations affected mathematics learning achievements. 3. Family socioeconomic status had a mediating effect through family cultural capital, after-school tutoring time, learning motivation, educational expectations influenced on mathematics learning achievement respectively. At the same time, those mediators had an also completely mediating effect between family socioeconomic status and mathematics learning achievement. The indirect effects of these mediators were, in order, educational expectation, cultural capital, learning motivation, and tutoring time. The contribution of this research was to use multiple mediators to explore the relationship between family socioeconomic status and learning achievement, found important factors affecting learning performance, and proposed corresponding strategies to improve student learning performance.