[ 摘要 ]
影響國民小學新住民學生與原住民學生學業成就之研究
-以南投縣為例
摘 要
本研究旨在探討國民小學新住民學生與原住民學生個人背景變項及父母管教方式、教師期望、家庭教育資源等中介變項與學業成就之間的關係，並探討其相關情形。本研究採問卷調查法，以南投縣公立國民小學三、四年級學生為母群體，採立意抽樣方式抽取26所南投縣公立國民小學三、四年級學生共780人為研究對象；以自編之「影響國民小學學生學業成就因素調查問卷」為研究工具；採描述統計、單因子變異數分析、二因子變異數分析、t考驗、積差相關、逐步多元迴歸分析等方法進行統計分析處理。
根據統計分析結果，本研究獲致以下結論：
一、 新住民學生與原住民學生學業成就低於漢族學生。
二、 中、高家庭社經地位的國小學生其父母管教方式對學業成就有顯著影響。
三、 高家庭社經地位的國小學生教師期望對其學業成就有顯著影響。
四、 高家庭社經地位的國小學生家庭教育資源對其學業成就有顯著影響。
五、 不同家中子女數的國小學生父母管教方式對其學業成就有顯著影響。
六、 不同家中子女數的國小學生教師期望對其學業成就有顯著影響。
七、 不同家中子女數的國小學生擁有的家庭教育資源多寡對其學業成就有顯著影響。
八、個人背景變項及中介變項除了家庭結構、家中子女數、家庭教育資源外，其餘變項(族群、父母管教方式、居住地區、教師期望、性別、家庭社經地位)皆能預測學業成就。
關鍵詞：父母管教方式、教師期望、家庭教育資源、學業成就

[ 英文摘要 ]
The Study of Factors Influencing Elementary School Students from New Residents and Native Resident Household – An Example from Nantou County
This study aimed at exploring the relationship between intermediary variables such as, new resident and native resident students’ personal background variables, their parents’ disciplines, their teachers’ expectations, and household educational resources, and their academic achievement. It also examined the relationship among those variables. This study applied questionnaires research methods. It chose third and fourth graders from Public Elementary School in Nantou County as the target group and applied judgmental sampling method selecting 780 third and fourth students from 26 Public Elementary School in Nantou County as research subjects. “Questionnaires of factors influencing elementary school academic achievements” designed by the researcher were adopted as the research instrument. Data were analyzed by descriptive statistics, one-way analysis of variance, two-way analysis of variance, t-test, product-moment correlation, and stepwise regression.
The following findings were concluded based on statistics analysis results.
I. The academic achievement of new and native residents appeared to be lower than that of students of Han origins.
II. The influence of parents’ disciplines for household from medium and high socio-economic status to students’ academic achievement appeared to be significant.
III. The influence of teachers’ expectations for students from high socio-economic status to students’ academic achievement appeared to be significant.
IV. The influence of household educational resources from high socio-economic status to students’ academic achievement appeared to be significant.
V. The influence of numbers of children as well as parents’ discipline to students’ academic achievement appeared to be significant.
VI. The influence of numbers of children as well as teachers’ expectation to students’ academic achievement appeared to be significant.
VII. The influence of numbers of children as well as household educational resources to students’ academic achievement appeared to be significant.
VIII. Except family structure variable, numbers of children in each household variable, and household educational resources variable, variables regarding background for elementary school students and those intermediary variables (ethnic origins, parents disciplinary approaches, residence areas, teachers’ expectations, genders, household socio-economic status) were found to be able to predict their academic achievement.
Keywords: Parents’ discipline, teachers’ expectations, household educational resources, academic achievement.