師大學報 - 教育科學研究期刊 - 期刊目錄列表 - 60卷(2015) - 【教育科學研究期刊】60(4) 十二月刊（本期專題：扶助弱勢學生）

以作者名、篇名、關鍵字或DOI查詢

CONTRIBUTORS
NOTICE

[Guide for Submission]

稿約

[Style for Thesis Writing]

論文撰寫體例

[Review of Research Papers]

論文審查要點

[The Copyright]

著作權處理要點

[Flow of Review System]

審查制度流程

[Regulations Governing]

編審委員會設置要點

[Editorial Board]

本年度編審委員

[Advisory Board]

本年度諮詢委員

[Form Download]

相關表單下載

《教育科學研究期刊》「社會情緒學習｣專題徵稿(截稿日至2024/10/31) 《教育科學研究期刊》「高齡教育」專題徵稿(截稿日至2024/12/31) 《教育科學研究期刊》「多元視角詮釋J. Bruner跨科際的教育科學研究之傳承」專題徵稿(截稿日至2025/06/30)

期刊目錄列表 - 60卷(2015) - 【教育科學研究期刊】60(4) 十二月刊（本期專題：扶助弱勢學生）

回上一頁

（專題）影響國中經濟弱勢學生之學業表現與中輟傾向之因素：以「脈絡－自我－行動－結果」之動機發展自我系統模式為取向作者:龔心怡(國立彰化師範大學教育研究所)、李靜儀(逢甲大學教學資源中心)

卷期：60卷第4期
日期：2015年12月
頁碼：55-92
DOI：10.6209/JORIES.2015.60(4).03

摘要：

本研究以「臺灣貧窮兒少資料庫：弱勢兒少生活趨勢調查」第二波至第三波（2011年至2013年）共1,673位家庭經濟弱勢兒少為研究樣本進行分析，以「脈絡－自我－行動－結果」之動機發展自我系統模式探討情境脈絡因素（家人互動、師生互動）、自我因素（教育期待、自我效能）、行動因素（學業投入）與結果因素（學業表現、中輟傾向）之關係。藉由追蹤資料之結構方程模式分析後，整體模式所獲得的適配度指標顯示模式可被接受，經濟弱勢學生「脈絡－自我－行動－結果」之模式獲得支持；自我因素在家人互動與學業投入之間扮演中介角色，尤以教育期待較為關鍵；良好的師生互動可激發學生的自我效能，亦能透過自我效能間接預測其學業投入；學生教育期待可正向地直接預測其學業投入、間接預測學業表現；學生學業投入程度愈高，學業表現愈佳，並具有降低中輟傾向之追蹤效果。本研究最後根據研究結果提出建議，供教育相關單位及後續研究之參考。

關鍵詞：中輟傾向、脈絡－自我－行動－結果、動機發展自我系統模式、經濟弱勢學生、學業表現

《詳全文》

參考文獻：

丁學勤、曾智豐（2013）。影響國中階段貧窮學生學業表現之因素探析－以臺灣兒童暨家庭扶助基金會扶助對象為例。臺灣教育社會學研究，13（1），1-42。doi:10.3966/168020042013061301001【Ting, S.-C., & Tseng, C.-F. (2013). Factors affecting the academic achievement of financially disadvantaged junior high school students: A case study of beneficiaries of the Taiwan fund for children and families. Taiwan Journal of Sociology of Education, 13(1), 1-42. doi:10.3966/168020042013061301001】
王美娟（2003）。青少年中輟相關因素及社會不良適應關聯性之研究。玄奘社會科學學報，1，1-41。【Wang, M.-C. (2003). A study on the relative factors of drop-out behavior and its relationship with social maladaptation. Hsuan Chuang Journal of Social Sciences, 1, 1-41.】
王鴻龍、楊孟麗、陳俊如、林定香（2012）。缺失資料在因素分析上的處理方法之研究。教育科學研究期刊，57（1），29-50。doi:10.3966/2073753X2012035701002【Wang, H.-L., Yang, M.-L., Chen, C.-J., & Lin, T.-H. (2012). Missing data techniques for factor analysis. Journal of Research in Education Sciences, 57(1), 29-50. doi:10.3966/2073753X2012035701002】
尤怡人（2006）。從生態學的角度來看弱勢家庭現狀的評估與展望。網路社會學通訊期刊，52。取自http://mail.nhu.edu.tw/~society/e-j/52/52-51.htm【You, Y.-R. (2006). Assess the current situation and prospects of disadvantaged families: From the view of ecology. E-Soc Journal, 52. Retrieved from http://mail.nhu.edu.tw/~society/e-j/52/52-51.htm】
何素秋、李孟蓁（2009）。臺灣貧窮兒少資料庫－長期追蹤資料庫之建構。載於臺灣社會福利學會主辦之「健康、照護、工作與退休[1]新興社會風險與弱勢關懷國際學術研討會」論文集（pp. 1-20），臺北市。【Ho, S.-C., & Lee, M.-C. (2009). Taiwan database of children and youth in poverty－Database construction of the long-term tracking. In Taiwanese Association for Social Welfare (TASW) (Ed.), “Social policy in East-Asia: International innovation and comparative perspective” symposium (pp. 1-20), Taipei, Taiwan.】

» 展開更多

丁學勤、曾智豐（2013）。影響國中階段貧窮學生學業表現之因素探析－以臺灣兒童暨家庭扶助基金會扶助對象為例。臺灣教育社會學研究，13（1），1-42。doi:10.3966/168020042013061301001【Ting, S.-C., & Tseng, C.-F. (2013). Factors affecting the academic achievement of financially disadvantaged junior high school students: A case study of beneficiaries of the Taiwan fund for children and families. Taiwan Journal of Sociology of Education, 13(1), 1-42. doi:10.3966/168020042013061301001】
王美娟（2003）。青少年中輟相關因素及社會不良適應關聯性之研究。玄奘社會科學學報，1，1-41。【Wang, M.-C. (2003). A study on the relative factors of drop-out behavior and its relationship with social maladaptation. Hsuan Chuang Journal of Social Sciences, 1, 1-41.】
王鴻龍、楊孟麗、陳俊如、林定香（2012）。缺失資料在因素分析上的處理方法之研究。教育科學研究期刊，57（1），29-50。doi:10.3966/2073753X2012035701002【Wang, H.-L., Yang, M.-L., Chen, C.-J., & Lin, T.-H. (2012). Missing data techniques for factor analysis. Journal of Research in Education Sciences, 57(1), 29-50. doi:10.3966/2073753X2012035701002】
尤怡人（2006）。從生態學的角度來看弱勢家庭現狀的評估與展望。網路社會學通訊期刊，52。取自http://mail.nhu.edu.tw/~society/e-j/52/52-51.htm【You, Y.-R. (2006). Assess the current situation and prospects of disadvantaged families: From the view of ecology. E-Soc Journal, 52. Retrieved from http://mail.nhu.edu.tw/~society/e-j/52/52-51.htm】
何素秋、李孟蓁（2009）。臺灣貧窮兒少資料庫－長期追蹤資料庫之建構。載於臺灣社會福利學會主辦之「健康、照護、工作與退休[1]新興社會風險與弱勢關懷國際學術研討會」論文集（pp. 1-20），臺北市。【Ho, S.-C., & Lee, M.-C. (2009). Taiwan database of children and youth in poverty－Database construction of the long-term tracking. In Taiwanese Association for Social Welfare (TASW) (Ed.), “Social policy in East-Asia: International innovation and comparative perspective” symposium (pp. 1-20), Taipei, Taiwan.】
余民寧（2006）。潛在變項模式：SIMPLIS 的應用。臺北市：高等教育。【Yu, M.-N. (2006). Latent variable models: The application of SIMPLIS. Taipei, Taiwan: Higher Education.】
李宜玫（2012）。數學低成就學習動機之類型與區別分析：中小學弱勢學生與一般學生之比較。教育科學研究期刊，57（4），39-71。doi:10.3966/2073753X2012125704002【Lee, Y.-M. (2012). Discriminating math low-achievement motivation patterns: Comparing disadvantaged and other students in elementary and junior high school. Journal of Research in Education Sciences, 57(4), 39-71.doi:10.3966/2073753X2012125704002】
李麗君（2012）。國民中小學教師對弱勢學生低成就之歸因與其補救教學作法關係之研究。αβγ量化研究學刊，4（2），25-46。【Lee, L.-C. (2012). A study of the relationship between junior high and elementary school teachers’ attribution on disadvantaged underachievement students and their remedial teaching practice. αβγ Journal of Quantitative Research, 4(2), 25-46.】
沈姍姍（2006）。貧窮與教育關係之探討：兼論我國相關之教育政策。教育研究與發展期刊，2（3），35-62。【Shen, S.-S. (2006). The study on poverty and education: Educational policy review. Journal of Educational Research and Development, 2(3), 35-62.】
周新富（2006）。Coleman 社會資本理論在臺灣地區的驗證－家庭、社會資本與學業成就之關係。當代教育研究，14（4），1-28。【Zhou, X.-F. (2006). Verification of Coleman’s social capital theory in Taiwan area: The relationships of the family, social capital and academic achievement. Contemporary Educational Research Quarterly, 14(4), 1-28.】
林俊瑩、吳裕益（2007）。家庭因素、學校因素對學生學業成就的影響－階層線性模式的分析。教育研究集刊，53（4），107-144。【Lin, C.-Y., & Wu, Y.-Y. (2007). Impact of family and school factors on students’ academic achievement: An analysis of hierarchical linear modeling. Bulletin of Educational Research, 53(4), 107-144.】
姜添輝（2002）。資本社會中的社會流動與學校體系－批判教育社會學的分析。臺北市：高等教育。【Jiang, T.-H. (2002). Capital society of social mobility and the school system－Critical analysis of educational sociology. Taipei, Taiwan: Higher Education.】
洪儷瑜（2001）。義務教育階段之弱勢學生的補救教育之調查研究。師大學報：教育類，46（1），45-65。doi:10.3966/2073753X2001044601003【Hung, L.-Y. (2001). The study of remedial education for the disadvantaged students of compulsory education. Journal of National Taiwan Normal University: Education, 46(1), 45-65. doi:10.3966/2073753X2001044601003】
財團法人臺灣兒童暨家庭扶助基金會（2014）。臺灣貧窮兒少資料庫：2013年弱勢兒少生活趨勢調查（D00116）。取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。doi:10.6141/TW-SRDA-D00116-1【Taiwan Fund for Children and Families. (2014). Taiwan database of children and youth in poverty: The panel study in 2013 (D00116). Retrieved from Center for Survey Research, RCHSS, Academia Sinica. doi:10.6141/TW-SRDA-D00116-1】
張芳全（2006）。社經地位、文化資本與教育期望對學業成就影響之結構方程模式檢定。測驗學刊，53（2），261-295。【Chang, F.-C. (2006). Explore the relations among the socioeconomic status, cultural capital, education aspiration, and academic achievement by structural equation modeling. Psychological Testing, 53(2), 261-295.】
張瑋娟、蔣姿儀、林季宜（2010）。弱勢與非弱勢家庭學齡前幼兒的父親背景及其父職參與之研究。幼兒教育年刊，21，195-222。【Chang, W.-C., Chiang, T.-Y., & Lin, C.-Y. (2010). A study of pre-school children’s father background and paternal involvement with disadvantaged and not disadvantaged family. Journal of Early Childhood Education, 21,195-222.】
許崇憲（2002）。家庭背景因素與子女學業成就之關係：臺灣樣本的後設分析。中正教育研究，1（2），25-62。【Hsu, C.-S. (2002). The relationship between family background factors and children’s academic achievement－Meta-analysis of Taiwanese sample. Chung Cheng Educational Studies, 1(2), 25-62.】
陳淑麗（2008）。國小弱勢學生課業輔導現況調查之研究。台東大學教育學報，19（1），1-32。【Chen, S.-L. (2008). The status quo of after-school academic assistance in Taiwan’s elementary schools. NTTU Educational Research Journal, 19(1), 1-32.】
彭杏珠（2008）。臺灣有50 萬個弱勢家庭25 縣市弱勢指標大調查。遠見雜誌，267。取自http://www.gvm.com.tw/Boardcontent_14424_1.html【Peng, X.-C. (2008). There are 500000 disadvantaged families in Taiwan: Disadvantaged index survey for 25 counties. Global Views Monthly, 267. Retrieved from http://www.gvm.com.tw/Boardcontent_14424_1.html】
黃月純、楊德清（2011）。國小低年級弱勢學生數學學習興趣與信心之研究。嘉大教育研究學刊，26，113-145。【Huang, Y.-C., & Yang, D.-C. (2011). The research on mathematical learning interest and confidence of the disadvantaged students at the early stage of primary schools in Taiwan. National Chiayi University Journal of the Educational Research, 26, 113-145.】
楊慧珍（2008）。父母成就信念及父母親職行為對兒童學業成就表現的影響模式探討。人文與社會學報，2（2），149-190。【Yang, H.-J. (2008). The relations of parental beliefs and parenting behaviors to children’s academic achievement. Journal of Liberal Arts and Social Sciences, 2(2), 149-190.】
衛生福利部（2014）。社會福利統計年報表。取自http://www.mohw.gov.tw/cht/DOS/Statistic.aspx?f_list_no=312&fod_list_no=4175【Ministry of Health and Welfare. (2014). Social welfare statistics annual reports. Retrieved from http://www.mohw.gov.tw/cht/DOS/Statistic.aspx?f_list_no=312&fod_list_no=4175】
鄭勝耀（2011）。弱勢教育公平指標之研究。教育政策論壇，14（4），63-88。doi:10.3966/156082982011101404003【Cheng, S.-Y. (2011). A study on the educational equity indicators for disadvantaged students. Educational Policy Forum, 14(4), 63-88. doi:10.3966/156082982011101404003】
鄭芬蘭（2008）。貧窮兒童希望的燃起與實踐Ι－由正向心理的觀點強化「內在認知思考」邁向「積極人際互動」。科技部專題研究計畫成果報告（NSC96-2413-H-020-001）。屏東縣：國立屏東科技大學。【Cheng, F.-L. (2008). The rising and execution of poverty children’s hope to enhance positive thinking and interpersonal relationship－A positive psychology approach. Ministry of Science and Technology project report (NSC96-2413-H-020-001). Pingtung County, Taiwan: National Pingtung University of Science and Technology.】
蕭玉佳、張芬芬（2013）。國小經濟弱勢生學習生活與學習文化之個案研究－凌寒待暖陽。課程與教學季刊，16（1），35-68。【Hsiao, Y.-C., & Chang, F.-F. (2013). A study on the learning life and learning culture of economically disadvantaged elementary school students. Curriculum & Instruction Quarterly, 16(1), 35-68.】
蕭佳純（2009）。家庭社經地位、自我概念、學業表現對大學畢業生就業情形之探討。當代教育研究，17（3），1-40。doi:10.6151/CERQ.2009.1703.01【Hsiao, C.-C. (2009). The impact of family SES, self-concept, and academic performance on university graduates’employment. Contemporary Educational Research Quarterly, 17(3), 1-40. doi:10.6151/CERQ.2009.1703.01】
簡良平（2010）。偏遠地區小學教師對弱勢社區環境之覺知及其教學回應。教育實踐與研究，23（2），37-64。【Juan, L.-P. (2010). An analysis of the rural area elementary school teachers’ awareness of the disadvantaged social environment and their responsive-teaching of schooling. Journal of Educational Practice and Research, 23(2),37-64.】
譚以敬、吳清山（2009）。臺北市弱勢學生教育政策的現況及其未來因應措施之研究。教育行政與評鑑學刊，8，77-94。【Tan, Y.-C., & Wu, C.-S. (2009). The study on the policy for disadvantaged students and its coping measures in Taipei City. Journal of Educational Administration and Evaluation, 8, 77-94.】
Anguiano, R. P. V. (2004). Families and schools: The effect of parental involvement on high school completion. Journal of Family Issues, 25(1), 61-85. doi:10.1177/0192513X03256805
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. doi:10.1002/pits.20303
Azzam, A. M. (2007). Why students drop out. Educational Leadership, 64(7), 91-93.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74-94. doi:10.1177/009207038801600107
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55-71. doi:10.2307/1602387
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
Buckner, J. C., Mezzacappa, E., & Beardslee, W. R. (2003). Characteristics of resilient youths living in poverty: The role of self-regulatory processes. Development and Psychopathology, 15(1), 139-162. doi:10.1017/S0954579403000087
Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40(4), 417-427. doi:10.1002/pits.10092
Clark, I. (2014). Equitable learning outcomes: Supporting economically and culturally disadvantaged students in formative learning environments. Improving Schools, 17(1), 116-126. doi:10.1177/1365480213519182
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94(1), 95-120. doi:10.1086/228943
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum. doi:10.1007/978-1-4899-2271-7
DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2005). A model of academic enablers and mathematics achievement in the elementary grades. Journal of School Psychology, 43(5), 379-392. doi:10.1016/j.jsp.2005.09.002
Dupont, S., Galand, B., Nils, F., & Hospel, V. (2014). Social context, self-perceptions and student engagement: A SEM investigation of the self-system model of motivational development (SSMMD). Electronic Journal of Research in Educational Psychology, 12(1), 5-32. doi:10.14204/ejrep.32.13081
Enders, C. K. (2006). Analyzing structural equation models with missing data. In G. R. Hancock & R.O. Mueller (Eds.), Structural equation modeling: A second course (pp. 315-344). Greenwich, CT: Information Age.
Epstein, J. L. (1991). Effects on student achievement of teachers’ practices and parent involvement. In S. B. Silvern (Ed.), Advances in reading/language research: Literacy through family, community, and school interaction (Vol. 5, pp. 261-276). Greenwich, CT: JAI Press.
Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798. doi:10.1016/j.adolescence.2011.11.004
Glanville, J. L., & Wildhagen, T. (2007). The measurement of school engagement: Assessing dimensionality and measurement invariance across race and ethnicity. Educational and Psychological Measurement, 67(6), 1019-1041. doi:10.1177/0013164406299126
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237-252.doi:10.2307/1131378
Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7^th ed.). Upper Saddle River, NJ: Prentice-Hall.
Hoelter, J. W. (1983). The analysis of covariance structures goodness-of-fit indices. Sociological Methods & Research, 11(3), 325-344. doi:10.1177/0049124183011003003
Hong, S., & Ho, H.-Z. (2005). Direct and indirect longitudinal effects of parental involvement on student achievement: Second-order latent growth modeling across ethnic groups. Journal of Educational Psychology, 97(1), 32-42. doi:10.1037/0022-0663.97.1.32
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: The Guilford Press.
Li, M. (2007). Bayesian proportional hazard analysis of the timing of high school dropout decisions. Econometric Reviews, 26(5), 529-556. doi:10.1080/07474930701509416
Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198-1202. doi:10.2307/2290157
Lubienski, S. T., & Bowen, A. (2000). Who’s counting? A survey of mathematics education research 1982-1998. Journal of Research in Mathematics Education, 31(5), 626-633. doi:10.2307/749890
McBride, M. V., Brody, G. H., Brown, A., Wisenbaker, J., Cutrona, C. E., & Simons, R. L. (2002). Linking employment status, maternal psychological well-being, parenting, and children’s attributions about poverty in families receiving government assistance. Family Relations, 51(2), 112-120. doi:10.1111/j.1741-3729.2002.00112.x
McCurdy, K., & Daro, D. (2001). Parent involvement in family support programs: An integrated theory. Family Relations, 50(2), 113-121. doi:10.1111/j.1741-3729.2001.00113.x
Ng, C.-H. C., Bartlett, B., Chester, I., & Kersland, S. (2013). Improving reading performance for economically disadvantaged students: Combining strategy instruction and motivational support. Reading Psychology, 34(3), 257-300. doi:10.1080/02702711.2011.632071
Organization for Economic Co-operation and Development. (2012). Equity and quality in education: Supporting disadvantaged students and schools. Paris, France: Author. doi:10.1787/9789264130852-en
Opdenakker, M., Maulana, R., & Den-Brok, P. (2012). Teacher-student interpersonal relationships and academic motivation within one school year: Developmental changes and linkage. School Effectiveness and School Improvement, 23(1), 95-119. doi:10.1080/09243453.2011.619198
Patrick, H., Ryan, A., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. doi:10.1037/0022-0663.99.1.83
Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589-603. doi:10.1037/0022-0663.95.3.589
Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. New York, NY: John Wiley & Sons. doi:10.1002/9780470316696.ch1
Rumberger, R. W., & Lim, S. A. (2008). Why students drop out of school: A review of 25 years of research. Retrieved from http://inpathways.net/researchreport15.pdf
Rumberger, R. W., & Palardy, G. J. (2005). Test scores, dropout rates, and transfer rates as alternative indicators of high school performance. American Educational Research Journal, 42(1), 3-42.doi:10.3102/00028312042001003
Scholastic & The Bill and Melinda Gates Foundation. (2010). Primary sources: America’s teachers on America’s schools. Retrieved from http://www.scholastic.com/primarysources/pdfs/100646_ScholasticGates.pdf
Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling (3^rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422-445. doi:10.1037/1082-989X.7.4.422
Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student engagement: Lessons learned from check & connect longitudinal studies. The California School Psychologist, 8(1), 29-41. doi:10.1007/BF03340894
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781. doi:10.1037/a0012840
Stinson, D. W. (2006). African American male adolescents, schooling and mathematics: Deficiency, rejection, and achievement. Review of Educational Research, 76(4), 477-506. doi:10.3102/00346543076004477
Tomlinson, C. A., & Jarvis, J. M. (2014). Case studies of success: Supporting academic success for students with high potential from ethnic minority and economically disadvantaged backgrounds. Journal for the Education of the Gifted, 37(3), 191-219. doi:10.1177/0162353214540826
Wu, J.-Y., Hughes, J. N., & Kwok, O. M. (2010). Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48(5), 357-387. doi:10.1016/j.jsp.2010.06.004

中文APA引文格式	龔心怡、李靜儀(2015)。影響國中經濟弱勢學生之學業表現與中輟傾向之因素：以「脈絡－自我－行動－結果」之動機發展自我系統模式為取向。教育科學研究期刊，60(4)，55-92。doi:10.6209/JORIES.2015.60(4).03
APA Format	Kung, H.-Y., & Lee, C.-Y. (2015). Influence of Academic Achievement and Dropout on Economically Disadvantaged Students: An Investigation of the “Context–Self–Action–Result” Self-System Model of Motivational Development. Journal of Research in Education Sciences, 60(4), 55-92. doi:10.6209/JORIES.2015.60(4).03

Journal directory listing - Volume 60 (2015) - Journal of Research in Education Sciences【60(4)】December (Special Issue: Support for disadvantaged students)

Top

(Special Issue) Influence of Academic Achievement and Dropout on Economically Disadvantaged Students: An Investigation of the “Context–Self–Action–Result” Self-System Model of Motivational Development Author: Hsin-Yi Kung(Graduate Institute of Education, National Changhua University of Education), Ching-Yi Lee(Center for Teaching and Learning Resource, Feng Chia University)

Vol.&No.：Vol. 60, No. 4
Date：December 2015
Pages：55-92
DOI：10.6209/JORIES.2015.60(4).03

Abstract：

This study examined the self-system model of motivational development (SSMMD) in the “context–self–action–result” process by using 2011-2013 data from the Taiwan Database of Children and Youth in Poverty. The SSMMD suggests that contextual, self-system, and school engagement factors influence academic achievement and dropping out of school and considers the directional effects among these factors. Utilizing structural equation modeling, 1,673 economically disadvantaged students participated in the longitudinal study. The results revealed that (1) social context, self-perception, school engagement, and academic achievement were antecedents of dropping out; (2) students’ self-factor was a mediator between family interaction and academic engagement, specifically with regard to educational expectation; (3) teacher–student interaction predicted students’ self-efficacy directly, which in turn predicted students’ academic engagement indirectly; (4) students’ educational expectations predicted academic engagement directly and academic achievement indirectly; and (5) the greater the students’ academic engagement, the higher their academic achievement. Students’ academic engagement and academic achievement in 2011 were associated with a decreased likelihood of dropping out in 2013. The implications of these findings are discussed from the perspective of cultivating economically disadvantaged students’ learning.

Keywords：

dropout, context–self–action–result, self-system model of motivational development (SSMMD), economically disadvantaged students, academic achievement

本網站獲「科技部人文社會科學研究中心」補助

地址：臺北市大安區和平東路一段162號國立臺灣師範大學圖書館出版中心

電話：(02)7749-5279

CONTRIBUTORSNOTICE

期刊目錄列表 - 60卷(2015) - 【教育科學研究期刊】60(4) 十二月刊（本期專題：扶助弱勢學生） 回上一頁

（專題）影響國中經濟弱勢學生之學業表現與中輟傾向之因素：以「脈絡－自我－行動－結果」之動機發展自我系統模式為取向 作者:龔心怡(國立彰化師範大學教育研究所)、李靜儀(逢甲大學教學資源中心)

Journal directory listing - Volume 60 (2015) - Journal of Research in Education Sciences【60(4)】December (Special Issue: Support for disadvantaged students) Top

CONTRIBUTORS
NOTICE

期刊目錄列表 - 60卷(2015) - 【教育科學研究期刊】60(4) 十二月刊（本期專題：扶助弱勢學生）

回上一頁

（專題）影響國中經濟弱勢學生之學業表現與中輟傾向之因素：以「脈絡－自我－行動－結果」之動機發展自我系統模式為取向作者:龔心怡(國立彰化師範大學教育研究所)、李靜儀(逢甲大學教學資源中心)

Journal directory listing - Volume 60 (2015) - Journal of Research in Education Sciences【60(4)】December (Special Issue: Support for disadvantaged students)

Top