家長背景、家長參與學校教育與子女學業成就之關聯性:以北北宜三縣市國中學生為例

Study on Relationship between Parental Background, Parental Involvement and Children’s Academic Achievement: Examples of Junior High School Students in Taipei City, Taipei County and Yilan County

張芳華
Fang-Hua Chang

Doi:10.3966/181665042013060902005


所屬期刊: 第9卷第2期 「課程與教學」
主編:靜宜大學教育研究所講座教授
黃政傑
系統編號: vol033_05
主題: 課程與教學
出版年份: 2013
作者: 張芳華
作者(英文): Fang-Hua Chang
論文名稱: 家長背景、家長參與學校教育與子女學業成就之關聯性:以北北宜三縣市國中學生為例
論文名稱(英文): Study on Relationship between Parental Background, Parental Involvement and Children’s Academic Achievement: Examples of Junior High School Students in Taipei City, Taipei County and Yilan County
共同作者:
最高學歷:
校院名稱:
系所名稱:
語文別:
論文頁數: 28
中文關鍵字: 家長參與;學業成績;台灣青少年成長歷程研究
英文關鍵字: parental involvement;academic achievement;Taiwan Youth Project
服務單位: 國立政治大學國家發展研究所博士生
稿件字數: 19067
作者專長: 社會資本、制度配套
投稿日期: 2012/4/29
論文下載: pdf檔案icon
摘要(中文): 鼓勵家長參與學校教育一直是先進國家的重要教育政策,我國也於2000年後開始訂定法規保障家長參與學校教育的權利,本研究欲探討在此一脈絡下國中家長參與的情況、家長參與的階層化和其影響。更重要的是,高社經背景的家長如何透過家長參與方式來提昇子女學業成就,這些都是值得探究的問題。本文使用台灣青少年成長歷程研究的貫時性資料進行量化分析,有以下發現:一、觀察過去以學校為主的家長參與行為,並比較目前家長參與的情況,證實家長參與並未隨法令的實施而有所提昇。國一家長的學校參與率較高,國二參與率則明顯減少。二、親子關係、親師電話聯繫與參與班級家長會皆對學業成就具有獨立影響力,其中以參與班級家長會的效益最大。三、在班級家長會參與上有著階層化現象,這不利於教育資訊的傳播。四、透過路徑分析發現由於法規的保障,高社經地位家長,積極參與班級家長會,影響了子女的學業成就。
摘要(英文): Encouraging parents’ involvement in schooling had been the important goal of educational policy in advanced countries. In Taiwan, laws were enacted to protect parental rights on involvement since 2000. In the context of law protection, this study aimed to explore the parental involvement’s phenomenon, parental involvement’s stratification and its effects on children’s academic achievement at junior high schools. Furthermore, this study intended to understand how parents of higher-socioeconomic status were involved in schooling to enhance their children’ academic achievement, which caused the uneven opportunity of entering public senior high schools.
The study used longitudinal data from Taiwan Youth Project in 2000 to conduct a quantitative analysis and its results were as follows. First, comparing the frequency of school-based parental involvement in recent study, the study confirmed that enacted laws did not enhance the frequency of parental involvement. Moreover, the frequency of school participation declined from first grade to second grade at junior high school. Second, parent-child relationship, teachers contact with parents by telephone, and attending parent-teacher meetings had independent influences on children’s academic performance. Among these variables, attendance at the parent-teacher meetings had the strongest effect on academic achievement. Third, participation in parent-teacher meetings reflected the phenomenon of social stratification, which was detrimental to the dissemination of educational information. Finally, the result of path analysis showed that owing to the legal protection, parents of higher-socioeconomic status influenced their children’s academic achievement by means of active involvement in parent-teacher meetings.
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