| 摘要: | 本研究使用「臺灣學生學業成就評量資料庫」（Taiwan Assessment of Student Achievement, 簡稱 TASA）國小六年級國語文測驗與學生問卷調查結果，探討家庭社經地位、親子互動情況與學生學業成就三者之間的關係，有效樣本共4,304。本研究並以描述性統計分析、單因子變異數分析、Pearson積差相關及結構方程式等統計方法分析三者之間的關係，獲致以下研究結論：
壹、家庭社經地位測量中，不同的父母親教育程度與職業對於學生學業成就會產生影響
貳、家庭教育資源對學生學業成就較無顯著影響
參、家庭社經地位測量中，父母親的教育程度與學生學業成就關係較為密切，而家庭社經地位對於學生學業成就呈現正向影響
肆、加強良好的親子情感互動交流，有益於學生學習成就之提升
伍、家庭社經地位、親子互動與學業成就表現之結構方程模式獲得驗證
依據上述結論，本研究對中央、地方及學校機關、教育現場人員、家長以及後續研究者提出建議，以作為改善與提升親子互動與學生學業成就表現之參考。
In this study, the "Taiwan student achievement assessment database sixth grade students Chinese language quiz and survey results to explore the socioeconomic status, parent-child interaction and the relationship between students'' academic achievement, a total of 4,304 valid samples in this study and in descriptive statistical analysis, ANOVA analysis, Pearson correlation analysis and Structural Equation Models, SEM analysis, research conclusions are as follows:
(1) Different parental educational attainment and occupation to have an impact on student achievement.
(2) Family Educational resources on student academic achievement compared with no significant effect.
(3) Parental education level and positively related to student achievement.
(4) Strengthen parent-child emotional interaction can enhance student achievement.
(5) Family socioeconomic status, parent-child interaction and academic achievement of structural equation model to obtain verification.
According to the above conclusion, the study of the central, local and school authorities, education and on-site personnel, parents, and future research suggestions as to improve and enhance parent-child interaction and student academic achievement of reference. |