學業抗逆學生在教師支持、教育期望與失敗恐懼之關聯 : 以PISA 2018臺灣資料為例 = The Association between Teacher Support, Educational Expectations, and Fear of Failure among disadvantaged high-achiever-A Study of Taiwanese Database from PISA 2018

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題名:
學業抗逆學生在教師支持、教育期望與失敗恐懼之關聯 : 以PISA 2018臺灣資料為例 = The Association between Teacher Support, Educational Expectations, and Fear of Failure among disadvantaged high-achiever-A Study of Taiwanese Database from PISA 2018
著者: 吳旻駿
國立臺南大學教育學系課程與教學碩士在職專班
主題: 學業抗逆學生教師支持失敗恐懼教育期望; Disadvantaged High-Achiever Teacher Support Fear of Failure Educational Expectations
描述: 社經優勢學生相較於社經弱勢學生在資源的獲取擁更很多優勢與支持，因此在學習通常會有較好的表現；然而，有群學生雖是處於弱勢家庭社經地位的族群，其學業表現卻相當優異，此類型學生稱之為「學業抗逆學生」。本研究主要目的在探討學業抗逆學生與對照組學生(低社經低成就、高社經高成就、高社經低成就)在教師支持、失敗恐懼與教育期望是否有關聯情形。研究採次級資料分析，研究對象為參與 PISA 2018評量的臺灣 15 歲學生，根據背景問卷有關社經地位的答題結果及閱讀素養之成績，擷取其學業抗逆學生168人、低社經低成就學生760人、高社經高成就學生779人，及高社經低成就學生236人，四組學生共1943人，採描述性統計、卡方檢定、多重比較、單因子變異數分析、三階交互迴歸分析等方法進行分析。研究結果如下：一、PISA 2018 臺灣學業抗逆學生與對照組學生在教師支持之關聯有顯著相關。教師支持與學生的學業成就有顯著性相關，與社經地位未達顯著性相關。二、PISA 2018 臺灣學業抗逆學生與對照組學生在失敗恐懼之關聯有顯著相關。失敗恐懼與學生的學業成就有顯著性相關，與社經地位未達顯著性相關。三、在三階交互作用迴歸模型中，教師支持和失敗恐懼與學業成就有顯著的解釋力，但彼此交互作用則對學業成就就無顯著的解釋力。四、以PISA 2018 臺灣學業抗逆學生與對照組學生在教育期望之關聯有顯著性差異。學業成就及社經地位皆對教育期望有相關性。研究者根據以上研究結果，對未來教學和研究提出建議。
Socioeconomically advantaged students have more advantages and support in accessing resources than socioeconomically disadvantaged students, and therefore usually perform better in learning; however, there is a group of students who are in a disadvantaged family socioeconomic status, but they perform well academically. The main purpose of this study was to examine whether there was any association between disadvantaged high-achiever and the control group (low socioeconomic low achievement, high socioeconomic high achievement, and high socioeconomic low achievement) in terms of teacher support, fear of failure, and educational expectations. Based on the results of the background questionnaire on socio-economic status and reading literacy, 168 students with disadvantaged high-achiever, 760 students with low socio-economic achievement, 779 students with high socio-economic achievement, and 236 students with high socio-economic achievement were recruited, totaling 1943 students from the four groups. Descriptive statistics, chi-square, multiple comparisons, one-way analysis of variance, and three-way interaction regression analysis were used to analyze the results. The results of the study are as follows. PISA 2018 Taiwan disadvantaged high-achiever were significantly associated with teacher support in comparison to the control group. Teacher support was significantly associated with students' academic achievement, but not with socioeconomic status. PISA 2018 Taiwan's disadvantaged high-achiever were significantly associated with the fear of failure in the control group. Fear of failure was significantly associated with students' academic achievement, but not with socioeconomic status. In the three-level interaction regression model, teacher support and fear of failure had significant explanatory power for academic achievement, but the interaction with each other did not have significant explanatory power for academic achievement.
出版者: 碩士論文--國立臺南大學教育學系課程與教學碩士在職專班（澎湖班）.
建立日期: 2022[民111]
格式: 61面 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

學業抗逆學生在教師支持、教育期望與失敗恐懼之關聯 : 以PISA 2018臺灣資料為例 = The Association between Teacher Support, Educational Expectations, and Fear of Failure among disadvantaged high-achiever-A Study of Taiwanese Database from PISA 2018

吳旻駿國立臺南大學教育學系課程與教學碩士在職專班 2022[民111]

正在檢索遠程資料庫，請稍等

學業抗逆學生在教師支持、教育期望與失敗恐懼之關聯 : 以PISA 2018臺灣資料為例 = The Association between Teacher Support, Educational Expectations, and Fear of Failure among disadvantaged high-achiever-A Study of Taiwanese Database from PISA 2018

吳旻駿 國立臺南大學 教育學系課程與教學碩士在職專班 2022[民111]

正在檢索遠程資料庫，請稍等

吳旻駿國立臺南大學教育學系課程與教學碩士在職專班 2022[民111]