研究生: |
李宛臻 Li, Wan-Chen |
---|---|
論文名稱: |
PISA 2022年中學生家庭因素與閱讀素養之探討--以校園安全風險為調節變項 PISA 2022 Discussion on Family Factors and Reading Literacy of Middle School Students — Using School Safety Risk As Moderate Variables |
指導教授: |
湯堯
Tang, Yao |
學位類別: |
碩士 Master |
系所名稱: |
社會科學院 - 教育研究所 Institute of Education |
論文出版年: | 2024 |
畢業學年度: | 113 |
語文別: | 中文 |
論文頁數: | 161 |
中文關鍵詞: | 家庭因素 、閱讀素養 、校園安全風險 |
外文關鍵詞: | Family Factors, Reading Literacy, School Safety Risk |
相關次數: | 點閱:62 下載:21 |
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本研究以生態系統理論觀點了解中學生家庭因素(家庭社經地位、父親教育程度、母親教育程度、父母支持)與閱讀素養之探討—以校園安全風險為調節變項。校園安全事件近來頻傳,回顧文獻較少以校園安全風險為調節變項,因此以PISA 2022年臺灣中學生的資料進行分析。資料分析運用描述性統計、獨立檢定t考驗、單因子變異數分析、皮爾森積差相關、多元迴歸分析。研究發現:
1.臺灣學生家庭社經地位略低於國際平均,差距較明顯且呈現負偏。
2.父親教育程度略高於母親,父母教育程度整體差異不大,但母親較低學歷的比例比父親高。
3.臺灣學生父母支持程度略低於國際平均。父母會陪花時間陪伴子女,較少關心子女的學校生活、會關心學業成績卻缺乏情感支持。
4.閱讀素養5級以上學生高達14%,中學高成就學生閱讀能力表現相當傑出。
5.大多數學生沒有在學校目睹或遇到校園安全風險的情況。
6.不同性別、家庭社經地位、父親教育程度、母親教育程度對閱讀素養有顯著差異,不同父母支持對閱讀素養沒有顯著差異。
7. 不同性別、父親教育程度、母親教育程度對校園安全風險有顯著差異,父母支持對校園安全風險沒有顯著差異。
8.家庭社經地位、父親教育程度、母親教育程度、父母支持均對閱讀素養有顯著相關及預測力,對校園安全風險均無顯著相關也沒有預測力。
9.校園安全風險在家庭社經地位對中學生閱讀素養具有調節效果、校園安全風險在父母支持對中學生閱讀素養沒有調節效果。
最後綜觀研究結果提出相關建議。
This study uses the ecological system theory perspective to understand the family factors (Economic, social, and cultural status, father's education level, mother's education level, family support) and reading literacy of middle school students in my country - with school safety risk as the moderating variable. School safety risk incidents have been frequent recently, and the reviewed literature rarely uses school safety risk as a moderating variable. Therefore, the data of Taiwanese middle school students in PISA 2022 were used for analysis. Data analysis used descriptive statistics, independent test t-test, single-factor analysis of variance, Pearson product-difference correlation, and multiple regression analysis. Research found:
1. The ESCS of Taiwanese students s is slightly lower than the international average, with a significant gap and a negative skew.
2. The father's education level is slightly higher than that of the mother, and the overall difference in parents' education level is not significant, but the proportion of mothers with lower education levels is higher than that of fathers.
3. The level of family support for Taiwanese students is slightly lower than the international average. Parents spend time with their children and are less concerned about their children's school life. They care about academic performance but lack emotional support.
4. As many as 14% of students have reading literacy level 5 or above. High-achieving students in middle schools perform very well in reading ability.
5. Most students have not witnessed or encountered school safety risk hazards at school.
6. There are significant differences in reading literacy among different genders, ESCS, father's education level, and mother's education level, but there is no significant difference in reading literacy among different types of family support.
7.Different genders, father's education level, and mother's education level have significant differences in school safety risks, but parental support has no significant difference in school safety risks.
8. ESCS, father's education, mother's education, and family support are all significantly related and predictive of reading literacy, but have no significant correlation or predictive power on school safety risk.
9.School safety risks have a moderating effect on the reading literacy of middle school students in terms of ESCS, while school safety risks have no moderating effect on the reading literacy of middle school students in terms of family support.
Finally, relevant suggestions are put forward based on the research results.
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