政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/99717
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113318/144297 (79%)
造访人次 : 51016863      在线人数 : 908
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/99717


    题名: 高中學生參加補習的情境決定因素及對學業成績的影響
    其它题名: The Contextual Determinants of Supplement Education and its Effect on Academic Grades Among Senior High School Students
    作者: 許崇憲
    关键词: 高中;階層線性模式;補習;學業成績
    senior high school;hierarchical linear modeling;supplement education;academic grades
    日期: 2010-09
    上传时间: 2016-08-08 11:10:35 (UTC+8)
    摘要: 本文探討高中學生學科補習的情境決定因素及對學業成績的助益。以臺灣高等教育資料庫94學年度新生為樣本，經篩選後，313所高中、18，832名學生列入分析。補習參與及學力測驗英數成績分別做為依變項，進行變異數分析及階層線性模式分析。結果發現，首先在補習參與的脈絡因素，明星高中比非明星高中有較高的學科補習人數比例，但考慮學校同儕補習氣氛後，兩類學校的差異未達顯著。補習成效的統計分析顯示，非明星高中學生學科補習年數愈多，英文及數學成績愈佳，僅補習1年者與從未補習者無顯著差異；對於明星高中學生，參加2年學科補習者及從未參加者有較佳成績。不同高中之間補習成效的差異可能來自於學生先備知識多寡。本文最後討論實務建議及未來研究方向。
    This study examined the contextual determinants of supplement education and its effect on academic performance among senior high school students. The 2005 freshman samples from the Taiwan Higher Education Data System were used. There were 18，832 pupils from 313 senior high schools analyzed. The participation in cramming for English and math and the grades on these subjects in the Subject Competence Test in February were separately used as dependent variables. ANOVA and hierarchical linear modeling were used. Concerning the situational factors of cramming， it was found that the students in star senior high school took part in more than those in nonstar senior high school. However， the difference between these two types of senior high school was not significant after the cramming aura in high school was controlled. Pupils with prior experiences of cramming had constantly joined in supplement education. With regard to the benefit of shadow education， for the pupils of nonstar high school， the more cramming， the more math and English grades. For star-high-school students， ones with two-year cramming or without any cramming had greater grades than ones with one-year experience. The difference in cramming effect between these two types of high school might result from the discrepancy in prior knowledge of these pupils. Implications for educational practices and further research were discussed.
    關聯: 教育與心理研究, 33(3),77-105
    Journal of Education & Psychology
    数据类型: article
    显示于类别:[教育與心理研究 TSSCI] 期刊論文

    文件中的档案:

    没有与此文件相关的档案.



    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈