以潛在成長曲線探索國中生家庭社經地位與自然科學習動機成長軌跡對自然科學習成績的影響

The Latent Growth Model for Analyzing the Influence of Junior High School Students’ Family Socioeconomic Status and Natural Science Learning Motivation Growth Trajectory on Natural Science Academic Performance

現有許多研究以橫斷面分析學生學習動機與學習成就之關聯性，但以縱貫性探討學習動機變化對學習成就的影響卻相當少。本研究以國中生學習狀況資料庫的1,234名樣本，透過潛在成長模式分析家庭社經地位與自然科學習動機變化對自然科學習成績之影響，研究顯示，國中生的自然科學習動機呈直線下滑之趨勢。其中，七年級生的家庭社經地位對於自然科學習動機、五學期的學習動機變化幅度對九年級的自然科學習成績有正向顯著影響；七年級生的自然科學習動機起始點與自然科學習動機變化幅度對九年級的自然科學習成績各為正向及負向顯著影響。七年級生的家庭社經地位透過學習動機起始點對九年級的自然科學習成績具中介效果。然而，七年級生的家庭社經地位透過自然科學習動機變化幅度對九年級的自然科學習成績沒有中介效果。本研究發現，雖然家庭社經地位與學習動機對自然科學習成績有助益，但是，國中生自然科學習動機逐年下滑的這種變化並無法經由家庭社經地位透過學習動機變化對自然科學習成績有提升效果。最後乃就結論深入討論，提出建議。

Many studies analyzed the correlation between students’ learning motivation and learning performance in a cross-sectional data, but relatively few studies explored the impact of learning motivation growth trajectory on learning performance in a longitudinal data. This study used 1,234 samples from the junior school students’ learning status database to analyze the influence of junior school students’ family socioeconomic status and natural science learning motivation growth trajectory on natural science learning performance through the latent growth curve model. The following conclusions were obtained: The natural science learning motivation of junior high school students was a straight line decline. The family socioeconomic status of the seventh-grade students had a positive and significant impact on the learning motivation of natural science subjects, and the growth rate of learning motivation in the fifth semester had a positive and significant impact on the academic performance of ninth-grade natural science subjects. The starting point and the growth rate of the motivation of the seventh-grade students in natural science learning had a significantly positive and negative impact on the ninth-grade natural science learning performance respectively. The socioeconomic status of the seventh-grade family had a mediating effect on the academic performance of the ninth-grade science through the starting point of learning motivation. However, the family socioeconomic status of the seventh-grade students had no mediating effect on the ninth-grade natural science learning performance through the growth rate of natural science learning motivation. The characteristic of this study was in finding that although family socioeconomic status and learning motivation were beneficial to the learning performance of natural sciences, the learning motivation of junior school students in natural sciences had declined year by year, and this growth had no effect on improving the learning performance of natural sciences. Finally, this study provided an in-depth discussion of the conclusions and made recommendations.