| 摘要: | 關於學生學習態度之研究，國內研究大多以學生之性別、年級、居住地區、父母社經地位、親子關係等因素來做探討，少有探討這些背景變項是如何透過一些中介變項而影響學生之學習態度。本研究則以近來頗受重視的「社會資本」、「財務資本」及「文化資本」等西方資本的概念來探討家庭教育資本對學生學習態度之影響，並比較雲嘉一般地區及偏遠地區國中生家庭教育資本及學習態度之差異。 本研究採自陳式問卷調查法立意抽樣嘉義縣市五所國中，其中公立國中取梅山國中及大林國中，私立中學則取同濟中學、興華中學、協同中學，共取得1,129份有效問卷，以作為本研究之樣本。 經過巢式迴歸分析之後，主要發現為：對於「良好學習習慣」，社會資本（父母教育參與、父母行為管教）、財務資本（物質設備、固定學習場所）、文化資本（參加藝文活動、喜愛音樂戲劇活動、喜愛傳統精緻文化活動、良好生活習慣）均有正向之影響力，控制學生個人屬性變項（性別、年級、居住地區）之後僅有年級有負向之關聯性，其餘變項之影響力並未有明顯之變化。 對於「學習欲望」，社會資本（父母教育參與），文化資本（參加藝文活動、喜愛傳統精緻文化、良好生活習慣）、父親教育程度等均有正向之影響力，控制了學生個人屬性變項之後，僅有年級有負面之關聯性，其餘變項之影響力並未有有明顯之變化。 對於「學校之正面評價」，社會資本（父母行為管教）、文化資本（喜愛傳統精緻文化、良好生活習慣）、父親教育程度等均有正向之影響力，而社會資本（父母行為控制）、文化資本（參加藝文活動）則有負向之影響力存在，在控制了學生個人屬性變項之後，僅有性別有負面之關聯性存在，其餘變項之影響力並未有明顯之改變。 經過t檢定及巢式迴歸分析之後，本研究發現偏遠地區及一般地區學生在財務資本（物質設備、參加補習、固定學習場所）、文化資本（參加藝文活動、喜愛音樂戲劇活動）有顯著差異存在，而在社會資本及學習態度方面則未有顯著差異。 本研究發現，學生之背景變項必須透過某些家庭教育資本才會對學生學習態度產生影響力，且以社會資本及文化資本的影響力最大，而財務資本的影響力則是較小的，這可能意味著低下階層或偏遠地區文化不利的父母，可透過對子女的教育參與及管教，來做資本的兌換，以提高學生之學習態度。
Concerning the research in students’ learning attitude, most of the research domestically is based on the elements of students’ gender, grade level, residential district, parent’s social status (SES), and parents & child relationship, to conduct study, very few study done on these background variables is through the intermediary variables that affect student’s learning attitude. This research is based on the concept of Western Capital in “Social Capital” “Culture Capital” and “Financial Capital’ that have been valued as important recently, to discuss the affect of the family educational capital on student’s learning attitude, and to compare the difference between the family educational capital and learning attitude of junior high students from the general region of Yua-Chia with those from remote area. This research utilized questionnaire layout method to determine sampling from five junior highs of Chiayi County, from which there are two public schools, Chia-yi County Mei-shan Junior School and Ta-lin Junior High School, and three private schools, Tung-Chi Junior High School, Hsin Hua Junior High School, and Concordia Middle School, with total of 1129 copies of effective questionnaires, which has been used as the sample for this research. After been analyzed by Nested Regression Model Analysis, we have mainly discovered; as for “a good learning habit,” there is a positive affect for social capital (parental educational involvement and behavior disciplinary), financial capital (material facilities and stable learning location), and culture capital (participation in artistic activities, enjoyment of musical drama and traditional exquisite culture activities, and a fine daily habit). After control student’s personal variables such as gender, grade level, and residential district, there are only grade levels with negative correlation. As for the affect by other variables, it didn’t have noticeable difference. As for “learning desire,” there is a positive affect for social capital (parental educational involvement), culture capital (participation in artistic activities, enjoyment of traditional exquisite culture activities, and a fine daily habit), and father’s educational level. After control student’s personal variables, there are only grade levels with negative correlation. As for the affect by other variables, it didn’t have noticeable difference. As for “school’s positive evaluation,” there is a positive affect for social capital (parental behavior disciplinary), culture capital (participation in artistic activities, enjoyment of traditional exquisite culture activities, and a fine daily habit), and father’s educational level. As for social capital (parental behavior control) and culture capital (participation in artistic activities), there is a negative affect. After control student’s personal variables, only gender has negative correlation. As for the affect by other variables, it didn’t have noticeable difference. After t test and Nested Regression Model Analysis, this research has discovered the students from the remote area and the general region; there is a noticeable difference in financial capital (material facilities, participation in after school lesson, and stable learning location), and culture capital (participation in artistic activities, enjoyment of musical drama activities). As for the areas of social capital and learning attitude, there are no noticeable differences. This research has discovered, student’s background variable must through some family educational capital, in order to create an affect on student’s learning attitude, moreover, the greatest affect is the social capital and culture capital. As for financial capital, its affect is lesser. This may imply the disadvantaged parents from lower levels society or remote area of culture can through children’s educational involvement and discipline, to exchange for capital, in order to enhance student’s learning attitude. |
