男女生學校歸屬感差異之後設分析：PISA 2022參與國家及經濟體的資料為例

Meta-Analysis of Gender Differences in School Belongingness: Evidence from PISA 2022 Participating Countries and Economic Data

研究目的
近年來男女生的學校歸屬感倍受關注，然而卻甚少有探討男女生的學校歸屬感差異之研究。本研究旨在瞭解男女生學校歸屬感差異效果量，以及男女生數學學習成就差異對於男女生學校歸屬感差異效果量的影響。
研究設計／方法／取徑
從國際學生能力評量計畫（Programme for International Student Assessment, 2022）蒐集之77個國家（包括臺灣）的557,718名樣本（其中男女生各為275,859名與281,859名）進行研究，並透過後設分析來檢定。
研究發現或結論
研究分析顯示：77個國家的男女生學校歸屬感之平均效果量為0.14，屬低度效果量，其中有60個國家的男生學校歸屬感明顯高於女生，9個國家的男女生沒有明顯不同，而有8個國家的女生明顯高於男生；臺灣的男生學校歸屬感明顯高於女生；美洲、歐洲及亞太地區的男女生學校歸屬感差異有明顯不同，歐洲的男女生學校歸屬感差異高於美洲及亞太地區。其次，經由後設迴歸分析後發現，各國男女數學學習成就差異愈大，男女生學校歸屬感差異的效果量愈大，代表男女生數學學習成就差異大會造成男女生學校歸屬感差異效果量拉大。
研究原創性／價值
本研究完整說明男女學生學校歸屬感的差異之效果量，以及男女生學習成就差異對於學校歸屬感的影響。
教育政策建議與應用
學校不僅應提升男女生學習成就表現，減少男女生表現差異，更應縮減男女生在情意層面的學校歸屬感差異。

Research Purpose
In recent years, the school experiences of boys and girls have received considerable attention. However, little research has been conducted on gendered differences in school belongingness. This study examined these differences and their impact in mathematics learning achievement.
Research Design/Method/Approach
Data from 77 countries (including Taiwan) were collected from the Program for International Student Assessment (2022) with 557,718 students, including 275,859 boys and 281,859 girls. A meta-analysis was conducted.
Research Findings or Conclusions
The meta-analysis showed that the average effect size of boys’and girls’school belongingness in 77 countries was .14, which is a small effect size. Among them, in 60 countries, boys’school belongingness was significantly higher than girls; in 9 countries, there was no significant difference between boys and girls; and in 8 countries, girls’school belongingness was significantly higher than boys. Boys in Taiwan had a significantly higher school belongingness than girls. There were significant differences in school belongingness between boys and girls in the Americas, Europe, and the Asia-Pacific region. The difference in Europe was higher than in the Americas and Asia-Pacific regions. Meta-regression analysis revealed that the greater the difference in mathematics learning achievement between boys and girls across countries, the greater the ES of the difference in school belongingness between boys and girls.
Research Originality/Value
This study provides a more complete explanation of the effect size of the difference in school belongingness between male and female students, as well as the impact of the difference in academic achievement.
Educational Policy Recommendations and Application
A conference on the difference in mathematical learning achievement between boys and girls will lead to an increase in the differences in school belongingness between boys and girls. School education should not only improve the academic performance of students and reduce the gendered difference in performance but also reduce the difference in the emotional level of school belongingness between male and female students.