| 摘要: | 本研究旨在探討不同地區新移民子女之「家庭教育資源」與「家長參與」對新移民子女國小學童學業成績的影響關係。以高雄市鹽埕區與旗津區二所國小為比較研究母群，抽取這二所學校170位新移民子女為研究樣本，進行問卷調查。問卷經回收後，以描述性統計、雙因子變異數分析及皮爾森積差相關等統計方法進行資料分析、討論。茲將比較後所得之研究結果作成如下結論：一、發展較佳區新移民子女在「家長參與」、「家庭教育資源」與「學業成績」的現況表現皆優於發展較差區新移民子女在這三方面的現況表現。二、背景變項中：是否與父母同住、不同的外籍父母國籍、外籍父母國語程度、父親教育程度、父母的工作情形和家庭月收入，對不同地區之新移民子女國小學童在「家長參與」學習上皆有顯著差異。三、背景變項中：是否與父母同住、不同的家中子女數、外籍父母國籍、父親教育程度和家庭月收入，對不同地區之新移民子女國小學童在「家庭教育資源」上皆有顯著差異。四、背景變項中：是否與父母同住、不同的家中子女數、母親教育程度和家庭月收入，對不同地區之新移民子女國小學童在「學業成績」上皆有顯著差異。五、發展較佳區新移民子女國小學童只有「家庭教育資源」和「學業成績」有顯著正相關；而發展較差區新移民子女國小學童之「家長參與」、「家庭教育資源」皆和「學業成績」有顯著正相關。六、不同地區新移民子女國小學童在「家長參與與學業成績」和「家庭教育資源與學業成績」之間的相關皆無顯著差異。
This study was designed to investigate the affect relations of “family educational resources” and “parental involvement” to new immigrant children of primary school’s academic achievement in different metropolitan districts. Compare two schools in Kaohsiung Yancheng District and Cijin District. Extracted 170 children of new immigrants in both schools as samples. Questionnaires were taken. The collected data was analyzed by using descriptive statistics, two-way ANOVA, and Pearson correlation and led to the following conclusions: First, “parental involvement”, “family educational resources”, and “academic achievement” of new immigrant children in different metropolitan districts. Second, there are significant differences in “parental involvement” for new immigrant children of primary schools in different metropolitan districts between the background variables: Whether living with parents, nationalities of foreign parents, Mandarin level of foreign parents, father education level, parents work situation, and family monthly income. Third, there are significant differences in “family educational resources” for new immigrant children of primary schools in different metropolitan districts between the background variables: Whether living with parents, different numbers of children at home, nationalities of foreign parents, father education level, and family monthly income. Fourth, there are significant differences in “academic achievement” for new immigrant children of primary schools in different metropolitan districts between the background variables: Whether living with parents, different numbers of children at home, mother education level, and family monthly income. Fifth, there are significant positive correlation only in “family educational resources” and “academic achievement” for new immigrant children of primary school in the developed districts; however, there are significant positive correlation in “parental involvement”, “family educational resources”, and “academic achievement” for new immigrant children of primary school in the less developed districts. Sixth, there are no significant differences between “parental involvement and academic achievement” and “family educational resources and academic achievement” for new immigrant children of primary schools in different metropolitan districts. |
