家庭文化資本與學校效能如何形塑閱讀學習成就？以PIRLS 2021臺灣資料為例之多層次中介分析

How Do Family Cultural Capital and School Effectiveness Shape Reading Achievement? A Multilevel Mediation Analysis Using the PIRLS 2021 Taiwan Dataset

本研究以臺灣2021年參與促進國際閱讀素養研究的184所國小四年級5,555名學生資料，採用多層次中介模式分析影響閱讀學習成就的學生因素、學校因素及其中介效果，獲得以下結論：一、掌握校際與校內差異是提升學生閱讀學習成就的關鍵；二、家庭資源、閱讀自信與閱讀投入對閱讀學習成就具正向影響；三、重視學業對閱讀學習成就具正向影響；四、家庭資源與家長閱讀透過閱讀自信對閱讀學習成就產生正向影響，凸顯家庭閱讀環境在增強學生自信心與促進學業表現方面的關鍵作用；五、重視學業透過閱讀自信對閱讀學習成就之正向影響，表示學校應培養學生對學業的正向期許，並採取具體策略增強學生的閱讀自信，以增進閱讀學習成就。基於此，本研究對教育主管機關、學校行政單位、教師、家長及未來研究提出相應建議。

This study utilized data from 5,555 fourth-grade students across 184 elementary schools in Taiwan who participated in the 2021 Progress in International Reading Literacy Study (PIRLS). A multilevel mediation model was employed to analyze the effects of student-level and school-level factors, as well as their mediating effects, on reading achievement. The findings are as follows: (1) Understanding inter-school and intra-school differences is crucial for enhancing students’ reading achievement; (2) Family resources, reading self-efficacy, and reading engagement have significant positive effects on students’ reading achievement; (3) Academic emphasis shows a significant positive association with reading achievement, underscoring the role of school-level academic culture in shaping student outcomes; (4) Family resources and parental reading exert an indirect positive effect on reading achievement through reading self-efficacy, underscoring the critical role of the home reading environment in fostering students’ confidence and academic success; (5) Academic emphasis positively influences reading achievement via enhanced reading self-efficacy, suggesting that schools should cultivate students’ positive academic expectations and implement targeted strategies to strengthen their reading confidence and improve learning outcomes. Based on these findings, the study provides recommendations for education authorities, school administrators, teachers, parents, and future research.