家庭社經地位對英語學習成就之影響――以幸福感為中介

The Influence of Family Socioeconomic Status on Junior High School Students’ English Academic Achievement: Subjective Well-Being as a Mediator Variable

近年來，學生幸福感受到重視。然而學生幸福感是否可以提高其學習成就已成為重要議題。許多研究以學生特性探討影響學生學習成就的關聯性，但是忽略學生幸福感。本研究基於正向心理學理論，從基隆市國民中學調查資料庫中，以家庭社經地位為自變項，以學生幸福感為中介變項，來瞭解是否兩者對國中生英語學習成就造成明顯影響。本研究運用結構方程模式檢定，為了檢定學生幸福感是否會影響英語學習成就，採取Sobel（1982）的中介變項公式。獲得結論如下：學生家庭社經地位正向影響幸福感與英語學習成就，幸福感也正向影響英語學習成就，同時家庭社經地位透過幸福感正向影響英語學習成就，也就是說，幸福感對英語成就影響具有中介效果的角色。

As learners’ well-being has been valued in recent years, whether learners’ well-being can enhance academic achievement deserves researchers’ attention. Previous studies on factors concerning students’ academic achievement focused on learner characteristics, and learners’ well-being was ignored. Based on positive psychology, this study thus explores the influence factors of the junior high school students’ English achievement, using learners’ well-being as a mediator variable and learners’ family socioeconomic status (SES) as an independent variable. Survey data on junior high school students’ learning was collected in Keelung City, and Structural Equation Modeling was employed for data analysis. To test the mediating power of learners’ well-being, statistical considerations regarding the mediator variable in social psychological research proposed by Sobel (1982) was adopted. The results are as follows: SES has a positive influence on learners’ well-being and English achievement, and learners’ well-being also positively influences their English achievement as well. Besides, SES, via learners’ well-being, positively affects their English achievement. That is, learners’ well-being is a significant mediator variable for their English achievement.