| 摘要: | 本項研究以雲林縣某國小為例，研究樣本為全校學生，有效問卷925份。採用問卷與次級資料做分析，探討學生的個別變項、家庭變項和學校變項對於隔代教養學童學業成就之影響。 主要研究發現:一般生的學業成就高於隔代教養學童，學習成就低落的科目為數學、英語和自然與生活科技；學生的個別變項會影響學業成就，例如性別、個性、行為；家庭變項會影響學業成就，例如主要撫養者、隔代教養的成因、經濟資本、文化資本、社會資本和社區互動與參與。 透過完善的社會福利與教育政策的實施，真正幫助隔代教養學童，不僅縮短學習落差，也可預防社會問題，並落實教育機會均等的目標。例如獎助學金的申請、學雜費補助減免、補救教學等，對於隔代教養學童本身的幫助是最大也是最有效的。
This study took a case of an elementary school in Yunlin county. It took the whole school students as study sample. It carried on the questionnaire survey. There were 925 valid questionnaires. The study also took the school data base as a secondary data. We did a research on student’s individual varieties, family varieties and school varieties that has impacts on the children’s acdemic achievement. The research revealed : General students’ academic achievement is higher than grandparenting-children who have lower academic achievement on math, English, science & technology. Student’s individual varieties, for example, gender, personality, behavior affected on their academic achievement. Family varieties, for instance, main foster, the origin of grandparenting, economic, culture, environment, interaction with the community. Better social welfare and educational policy, such as scholarships, tuition grants relief, remedial teaching, would have great benefits for grandparenting- children. It can reduce studying dropping variance , prevent social problems and also fulfill the goal of equal educational opportunity. |
