English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 89686/119522 (75%)
Visitors : 23946235      Online Users : 68
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/52825
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/52825


    Title: 家庭文化資本與個人學習動機對青少年學習成就影響之貫時研究
    The panel study of effects of family cultural capital and individual learning motivation on adolescent learning achievement
    Authors: 林碧芳
    Lin, Pi Fang
    Contributors: 詹志禹
    余民寧

    Chan, Jason Chihyu
    Yu, Min Ning

    林碧芳
    Lin, Pi Fang
    Keywords: 家庭文化資本
    學習動機
    學習成就
    臺灣教育長期追蹤資料庫
    潛在成長曲線模式
    馬太效應
    family cultural capital
    learning motivation
    learning achievement
    TEPS
    latent growth curve modeling
    Mathew effect
    Date: 2011
    Issue Date: 2012-04-17 09:28:34 (UTC+8)
    Abstract: 個人學習動機向來被認為是影響學習成就的重要因素,但是家庭也對學生的學習提供特定的脈絡條件。因此,在探討學生學習成就與時間發展效應之時,若能同時納入個人與家庭因素,並探討其間的交互作用,將能對於兩者的影響力進行客觀的檢驗。本研究的目的主要在探討臺灣青少年學習成就的成長軌跡變化型態,以及家庭文化資本與個人學習動機對於學習成就成長軌跡的影響機制。其中學生的文化資本是來自家庭父母所傳遞下來的先天條件,係屬於一種結構因素;而學生的學習動機則是來自個人後天的努力與學習的正向動力,係屬於一種個人因素。具體而言,本研究目的分為三個主要的研究議題,首先,根據Bourdieu(1977)的文化資本概念,以及Bandura(1977, 1986, 1997)與McInerney和McInerney(1994)的學習動機觀點,探討這兩個重要解釋變數對於各波學生學習成就的影響情形;再者,根據Sternberg(1985, 1986, 1988)的智力三元論觀點探討學生學習成就的成長變化情形;最後,探討文化資本與學習動機對於學生學習成就成長軌跡的交互作用效果。
    研究資料取自臺灣教育長期追蹤資料庫(Taiwan Educational Panel Survey)的四波追蹤樣本,以潛在成長曲線模式進行次級資料分析。研究結果發現:1.臺灣青少年的學習成就成長軌跡呈現非線性的遞增漸緩的成長曲線;學生在學習成就的起始能力與成長速率存在個別差異,且學生的起始能力與成長速率具有正向的關係,顯示隨著時間的遞移,起始能力高與低的學生,其能力的差距會逐漸擴大。2.文化資本與學習動機對於學習成就成長軌跡的影響未具交互作用,顯示個人的學習動機並不能減緩或反轉文化資本對於學生學習成就的影響。3.文化資本與學習動機對於學生學習成就的主要效果,在學習的早期階段,存在正向的影響效果,但影響力會隨著時間而逐漸降低。4.文化資本係影響學生學習成就成長軌跡的重要因素,文化資本的豐富與不足會加劇學生學習成就的差距,因而造成強者恆強、弱者恆弱的「馬太效應」現象。最後,依據上述的研究發現,分別提出教育實務上、未來研究與對資料庫研究的建議,以供相關教育人員與研究者參考。
    Individual motivation has always been recognized as the key factor for influencing the students’ learning achievement. However, the family of the students is also considered as an important contextual determinant. As a result, in order to analyze the students’ learning achievement against the temporal effect of time, it is imperative that the factor of family background should be included for understanding the interaction of the factors on the learning achievement. The primary goal of this study is to inquiry the patterns the development and change of learning achievement growth trajectory of the Taiwan adolescent. Particularly, this study explores the effects of family cultural capital and learning motivation on adolescent learning achievement growth trajectory. By definition, family cultural capital which is a structural factor refers to the inherent characteristics that are passed down from the students’ parents. On the other hand, the students’ learning motivation which is a personal factor refers to the extrinsic factor that arises from later days’ hard work and positive learning efforts. In terms of research objectives, this study tries to integrate the Bourdieu’s (1977) perspective of cultural capital, and Bandura’s (1977, 1986, 1997) as well as McInerney and McInerney’s (1994) concept of learning motivation into a framework for examining the effects of the learning growth of different waves of students. Secondly, by applying the Sternberg’s (1985, 1986, 1988) triarchic theory of intelligence to examine the changes of the students’ learning growth trajectory. Finally, to analyze the interaction between the students’ cultural capital and learning motivation on their learning achievement trajectory.
    The data using in this study was selected from the longitudinal database Taiwan Educational Panel Survey (TEPS). A total of four waves of students’ data were downloaded and analyzed as secondary data using the latent growth curve modeling (LGCM). Major results of the study were followed: First, the learning achievement trajectory of Taiwan adolescents’ seemed to be gradually growing in a non-linear incremental curve; it also shown that at the beginning the students’ learning achievement displayed significant individual differences. Likewise results also revealed a positive relationship between the students’ initial status and growth rate of learning achievement. That is, as the passing of time, the initial status of learning achievement affected the growth of disparity among the students. Second, there were no significant interaction effect between the students’ cultural capital and learning motivation on the learning achievement growth trajectory. This means that the students’ learning motivation cannot moderate the effects of cultural capital towards the learning achievement. Third, results revealed that the main effects of the students’ cultural capital and learning motivation on the learning achievement were occurred on the early stages of learning. A significant positive effect was found in these stages, however, the positive effect gradually decreased along with the passing of time. Fourth, it was found that the minimal effect of students’ cultural capital on their learning achievement growth trajectory was determined by the abundance or deficiency of the former. The amount of cultural capital also determined the distance of the students’ gap. In other words, a phenomenon of the Mathew effect was supported; wherein the students who are in a strong stand will get stronger later on, while the weak shall get weaker. Besides the findings mentioned above, recommendations for further study and limitations of the present study were given at the end.
    Reference: 壹、中文部分
    王三幸(1992)。影響國小高年級學生數學學業成就的相關因素研究。國立臺灣師範大學教育研究所碩士論文,未出版,臺北市。
    王金香(2010)。焦慮與動機影響數學學習之縱貫研究。國立政治大學教育學系博士論文,未出版,臺北市。
    王枝燦(2008)。家庭結構對青少年子女學習成就之影響。國立政治大學社會學系博士論文,未出版,臺北市。
    王枝燦、關秉寅(2010)。「家有一老如有一寶?」:祖父母同住對家中青少年學習與偏差行為影響之固定效果分析。2010臺灣社會學年會暨國科會專題研究結果發表會,輔仁大學,新北市。
    王瑞賢、王慧蘭、陳正昌合譯(2008)。教育社會學。譯自Moore, R. (2004).Education and Society: Issues and Explanations in the Sociology of Education. 臺北市:學富文化。
    王麗雲、游錦雲(2005)。學童社經背景與暑期經驗對暑期學習成就進展影響之研究。教育研究集刊,51(4),1-41。
    李文益(2004)。文化資本、多元入學管道與學生學習表現—以臺東師院為例。臺東大學教育學報,15(1),1-32。
    李文益、黃毅志(2004)。文化資本、社會資本與學生成就的關聯性之研究—以臺東師院為例。臺東大學教育學報,15(2),23-58。
    李弘善(譯)(2003)。活化學習動機──營造機會平等的學習環境。譯自Covington, M. V., & Teel, K. M.(1996). Overcoming Student Failure. 臺北市:遠流。
    李再長、黃麗鴦(2007)。在職人士進修之學習動機、學習滿意度及學習績效之相關研究—以成大碩士在職專班為例。人力資源管理學報,7(4),1-24。
    李建興(2010.1.19)。國民教育向下延伸之研究—資源面。國政研究報告。取自http://www.npf.org.tw/post/2/6979
    李敦仁、余民寧(2005)。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證:以TEPS資料庫資料為例。臺灣教育社會學研究,5(2),1-48。
    李敦仁(2010)。父母參與對青少年學習成長軌跡的影響之貫時追蹤研究:以TEPS資料分析為例。國立政治大學教育學系博士論文,未出版,臺北市。
    何瑞珠(1998)。家長參與子女的教育:文化資本與社會資本的闡釋。教育學報, 26(2),233-261。
    巫有鎰(1999)。影響國小學生學業成就的因果機制—以臺北市和臺東縣作比較。教育研究集刊,43,213-242。
    余民寧(1987)。考試焦慮、成就動機、學習習慣與學業成績之研究。國立政治大學教育學研究所碩士論文,未出版,臺北市。
    余民寧(2006)。潛在變項模式—SIMPLIS的應用。臺北市:高等教育。
    邱皓政(2011)。結構方程模式:LISREL/ SIMPLIS的原理與應用(第二版)。臺北市:雙葉。
    周新富(2003)。家長參與子女教育之研究與實務。國民教育研究學報,11,69-92。
    周新富(2005)。布爾迪厄論學校教育與文化再製。臺北市:心理。
    周新富(2006)。家庭教育學—社會學取向。臺北市:五南。
    周新富(2008)。社會階級對子女學業成就的影響-以家庭資源為分析架構。臺灣教育社會學研究,8(1),1-43。
    吳文如(2004)。國中生空間能力與數學成就相關因素之研究。臺北師範學院數理教育研究所碩士論文,未出版,臺北市。
    吳青蓉、張玉茹、羅庭瑛(2009)。幼保系學生的英語學習動機、行動控制、後設認知及其學業成就之相關研究。慈濟大學教育研究學刊,5,55-82。
    吳淑珠(1997)。國小學童自我概念、數學學習動機與數學成就的關係。屏東師範學院國民教育研究所碩士論文,未出版,屏東市。
    吳齊殷、李文傑(2003)。青少年憂鬱症狀與偏差行為併發之關係機制。台灣社會學,6,11-175。
    吳齊殷、張明宜、陳怡蒨(2008)。尋找機制與過程:長期追蹤研究的功用。αβγ量化研究學刊,2(1),1-26。
    吳靜吉、程炳林(1993)。國民中小學生學習動機、學習策略與學業成績之關係。國立政治大學學報,66,13-39。
    吳瓊洳(2006)。我國實施在家自行教育相關法令的內容分析。台東大學教育學報,17(1),133-154。
    林怡如(2003)。綜合高中學生數學焦慮、數學自我效能與數學學業成就之關係研究。雲林科技大學技術及職業教育研究所碩士論文,未出版,雲林縣。
    林俊瑩(2006)。國小家長對子女的教育期望、參與學校教育態度及參與行為之關聯性。教育政策論壇,9(1),177-210。
    林章榜(2004)。運動期望與價值量表之編製- 以Eccles的期望-價值理論為基礎。國立臺灣體育學院體育研究所碩士論文,未出版,臺中市。
    林碧芳(2009a)。從文化資本探討才藝學習對學習成就的影響。教育與社會研究,17,111-134。
    林碧芳(2009b)。文化資本與學習成就:TEPS 資料庫的多層次模式分析。2009年跨越藩籬、追求卓越:資料庫研究與統計方法學系列研討會,臺北市立教育大學,臺北市。
    林碧芳(2010)。教育機會真的均等嗎?學生學習成就城鄉差異的潛在成長模式分析。2010臺灣統計方法學學會年會暨學術研討會,東吳大學,臺北市。
    范信賢(1997)。文化資本與學校教育:波狄爾觀點的探討,研習資訊,14(2),70-78。
    姜添輝(2002)。資本社會中的社會流動與學校體系:批判教育社會學的分析。臺北市:高等教育。
    洪碧霞、邱上真、葉千綺、林素微(2000)。國小學童國語文能力成長組型之探討。測驗學刊,47(1),1-25。
    胡美英(2010)。緬甸籍新住民文化資本、社會資本與英語學習成就之研究:以台北縣中和市某國小五年級學生為例。國立臺北教育大學兒童英語教育學系碩士論文,未出版,臺北市。
    孫清山、黃毅志(1994)。社會資源、文化資本與地位取得。東海學報,35,127-150。
    孫清山、黃毅志(1996)。補習教育、文化資本與教育取得。臺灣社會學刊,19, 95–139。
    張芳全(2006)。社經地位、文化資本與教育期望對學業成就影響之結構方程模式檢定。測驗學刊,51(2),171-195。
    張芳全(2009)。家長教育程度與科學成就之關係:文化資本、補習時間與學習興趣為中介的分析。教育研究與發展期刊,5(4),39-76。
    張建成(2004)。教育社會學的新視角:動態的文化觀。載於張建成(主編),文化、人格與教育(頁153-180)。臺北市:心理。
    張苙雲(2003)。臺灣教育長期追蹤資料庫的規劃:問卷架構、測驗編製與抽樣設計。中央研究院社會學研究所。http://soc.thu.edu.tw/acdamic/TEPS/LYC.pdf
    張苙雲(2008)。臺灣教育長期追蹤資料庫:第一波(2001)、第二波(2003)、第三波(2005)、第四波(2007)資料使用手冊【公共使用版電子檔】。臺北市:中央研究院調查研究專題中心【管理、釋出單位】。
    張春興(1994)。教育心理學。臺北市:東華。
    張春興(2006)。現代心理學。臺北市:東華。
    張善楠、黃毅志(1999)。原漢族別社區與學童學業成績關連性之因果機制。載於洪泉湖、吳學燕(主編),臺灣原住民教育,149-178。臺北市:師大書苑。
    張憲庭(2010)。中學生學業成就潛在成長模式之研究。臺北市立教育大學教育學系博士論文,未出版,臺北市。
    陳玉樹、周志偉(2009)。目標導向對創造力訓練效果之影響:HLM成長模式分析。課程與教學季刊,12(2),19-46。
    陳李綢、郭妙雪(2000)。教育心理學。臺北市:五南。
    陳青達、鄭勝耀(2008)。文化資本與學習成就之相關研究:以雲林縣國民小學六年級學生為例。新竹教育大學學報,25(1),79-98。
    陳怡靖、鄭燿男(2000)。臺灣地區教育階層化之變遷-檢證社會資本論、文化資本論及財務資本論在臺灣的適用性。國家科學委員會研究彙刊:人文及社會科學,10(3),416-434。
    陳奎憙(1990)。教育社會學研究。臺北市:師大書苑。
    陳奎憙(2009)。教育社會學(三版)。臺北市:三民。
    陳順利(2001)。原、漢青少年飲酒行為與學業成就之追蹤調查—以臺東縣關山地區為例。教育與心理研究,24(1),67-98。
    梁茂森(1998)。國中生學習自我效能量表之編製。教育學刊,14,155-192。
    許宏儒(2004a)。Bourdieu文化資本的思想在教育機會均等議題上的闡釋。國立新竹師範學院國民教育研究所碩士論文,未出版,新竹市。
    許宏儒(2004b)。Bourdieu文化資本概念對藝術品味的分析及其在教育上的啟思。慈濟大學教育研究學刊,4,105-141。
    許宏儒(2006)。Bourdieu的「實踐」概念及其在教育研究上的啟示。教育研究與發展期刊,2(1),151-172。
    黃芳銘(1998)。社會階級在家庭教育中控制結構與資源分配差異的探究。社會文化學報,6,43-73。
    黃毓華、鄭英耀(1996)。一般性自我效能表之修訂。測驗年刊,43,279-286。
    黃毅志(1990)。臺灣地區教育機會之不平等。思與言,28(1),93-125。
    黃毅志(1996)。臺灣地區民眾地位取得之因果機制—共變結構分析。東吳社會學報,5,213-248。
    黃毅志(1999)。社會階層、社會網絡與主觀意識:台灣地區不公平的社會階層體系之延續。臺北市:巨流。
    黃鴻文(1998)。教育的功能。載於陳奎憙(主編),現代教育社會學。臺北市:師大書苑。
    傅郁雅(2004)。高中生知覺的課室目標結構、學習動機與學業成就之關係。國立成功大學教育研究所碩士論文,未出版,臺南市。
    游錦雲、陳敏瑜、曾秋華、李慧純(2009)。臺灣學生在TEPS的數學表現及其啟示。研究資訊,26(6),97-106。
    楊孟麗、譚康榮、黃敏雄(2003)。臺灣教育長期追蹤資料庫:心理計量報告:TEPS2001分析能力測驗【第一版】。臺北市:中央研究院調查研究專題中心【管理、釋出單位】。
    趙珮晴、余民寧、張芳全(2011)。探討臺灣學生的自律學習:TEPS資料的縱貫性分析。教育科學研究期刊, 56(3),151-179。
    廖月娟譯(2010)。異數:超凡與平凡的界線在哪裡?譯自Gladwell, M. (2008).Outliers: the story of success. 臺北市:時報文化。
    蔡文標(2001)。影響國小數學低成就學生數學成就的相關因素及直接教學效果之研究。國立彰化師範大學特殊教育研究所博士論文,未出版,彰化市。
    盧青延(1992)。我國國民中學補習學校學生學習動機、學習策略與學業成就關係之研究。國立師範大學社會教育學研究所碩士論文,未出版,臺北市。
    謝亞恆(2007)。影響國中階段學生學業成就成長量的個人、家庭及學校因素之研究。國立高雄師範大學教育學系博士論文,未出版,高雄市。
    戴曉霞(2005)。教育的功能。載於台灣教育社會學學會(主編),教育社會學。臺北市:巨流。
    簡伶蓁(2009)。日常生活壓力、家庭支持及因應方式與青少年憂鬱情緒之關係:從學生七至九年級之變化趨勢探討。國立臺灣大學衛生政策與管理研究所碩士論文,未出版,臺北市。
    魏琦芳(2008)。青少年心理健康的影響因素-貫時性研究。醫護科技學刊,10(4),251-266。
    魏琦芳、黃毅志(2011)。學業成就與心理健康因果順序的貫時性分析:以TEPS資料做分析。中華心理衛生學刊,24(1),97-130。
    蘇船利、黃毅志(2009)。文化資本透過學校社會資本對臺東縣國二學生學業成績之影響。教育研究集刊,55(3),99-129。
    蘇筱玲(2009)。高等教育機會均等:以繁星計畫為例。國立教育大學教育行政與政策發展研究所碩士論文,未出版,嘉義縣。
    貳、西文部分
    Aarnoutse, C., & Van Leeuwe, J. (2000). Development of poor and better readers during the elementary school. Educational Research and Evaluation, 6, 251–278.
    Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
    Ali, J., & McInerney, D.M. (2005, December). Testing the invariance of a motivation model across seven cultural groups. Paper presented at the Australian Association for Educational Research (AARE) Conference. Sydney, Australia.
    Apple, M. W.(Ed.) (1982). Culture and economic reproduction in education: Essays on class, ideology, and the state. London: Routledge and Kegan Paul.
    Apple, M. W., & Weis, L. (1983). Ideology and practice in schooling. Philadelphia: Temple University Press.
    Aschaffenburg, K., & Mass, I. (1997). Cultural and educational careers: The dynamics of social reproduction. American Sociological Review, 62, 573-587.
    Aubrey, C., Dahl, S., & Godfrey, R. (2006). Early mathematics development and later achievement: Further evidence. Mathematics Education Research Journal,18(1), 27-46.
    Aunola, K., Leskinen, E., & Nurmi, J. -E. (2006). Developmental dynamics between mathematical performance, task motivation, and teacher's goals during the transition to primary school. British Journal of Educational Psychology, 76, 21−40.
    Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
    Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory, Englewood Cliffs, NJ: Prentice-Hall.
    Bandura, A. (1997). Self efficacy: The exercise of control. New York: Freeman.
    Bast, J., & Reitsma, P. (1998). Analyzing the development of individual differences in terms of Matthew effects in reading: Results from a Dutch longitudinal study. Developmental Psychology, 34, 1373–1399.
    Benbow, C. P., & Stanley, J. C. (1983). Sex differences in mathematical reasoning ability: More facts. Science, 222, 1029-1031.
    Bentler, P. M. (1988). Theory and implementation of EQS: A structural equations program. Newbury Park, CA: Sage.
    Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
    Blake, J. (1981). Family size and the quality of children. Demography 18, 421-42.
    Blake, J. (1989). Family size and achievement. Berkeley, CA: University of California Press.
    Bourdieu, P. (1977). Reproduction in education, society, culture. Beverly Hills: Califi Sage.
    Bourdieu, P. (1979/1984). Distinction: A social critique of the judgement of taste. Cambridge, Mass: Harvard University Press.
    Bourdieu, P. (1986). The forms of capital. In J. Richardson(Ed.), Handbook of theory and research for the sociology of education(pp.241-258). New York: Greenwood Press.
    Bourdieu, P. (1998). Practical reason: On the theory of action. Cambridge: Polity Press.
    Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Cambridge: Polity Press.
    Brown, R. P., & Pinel, E. C. (2003). Stigma on my mind: Individual differences in the experience of stereotype threat. Journal of Experimental Social Psychology, 39(6), 626-633.
    Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
    Büchel, F., & Duncan, G. J. (1998). Do parents’ social activities promote children’s school attainments? Evidence from the German socio-economic panel. The Journal of Marriage and the Family, 60, 95-108.
    Carnoy, M. (1982). Education , economy and the state. In M. W., Apple (Ed.), Cultural and economic reproduction in education: Essays on class, ideology and the state(pp.79-126). London: Routledge and Kegan Paul.
    Coleman, J. S. (1966). Equality of educational opportunity. U. S. Office of Education, Washington.
    Collins, R. (1979). The credential society: An historical sociological of education and stratification. New York: Academic Press.
    Collins, J., & Thompson, F. (1997). Family, school, and cultural capital. In Saha (Ed.). International encyclopedia of the sociology of education (pp.618-622). Oxford: Elsevier Science Ltd.
    Cookson, P., & Persell, C. (1985). Preparing for power: America’s elite boarding schools. New York: Basic Books.
    Covington, M.V., & Omelich, C.L. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71(2), 169-182.
    Covington, M.V. (2000). Goal theory, motivation, and school achievement. Annual Review of Psychology, 51, 171-200.
    Crijnen, A. A., Feehan, M., & Kellam, S. G. (1998). The course andmalleability of reading achievement in elementary school: The application of growth curve modeling in the evaluation of a mastery learning intervention. Learning and Individual Differences, 10, 137-157.
    Crook, D. J. (1997). Cultural practices and socioeconomic attainment: The Australian experience. Westport, Conn.: Greenwood Press.
    Davis, K., & Moore, W. E. (1945). Some principles of stratification. American Sociological Review, 10, 242-249.
    Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
    De Graaf, P. M. (1986). The impact of financial and cultural resources on educational attainment in the Netherlands. Sociology of Education, 59, 237-246.
    De Graaf, P. M. (1988). Parents’ financial and cultural resources, grades, and transition to secondary school in the Federal Republic of Germany. European Sociological Review, 4, 209-221.
    De Graaf, N. D., De Graaf, P. M., & Kraaykamp, G.(2000). Parental cultural capital and educational attainment in the Netherlands: A refinement of the cultural capital perspective. Sociology of Education, 73, 92-111.
    Dickenson, D. K. (2009.12). Comments on the NELP report. National Reading Conference. Albuquerque, NM.
    DiMaggio, P. (1982). Cultural capital and school success: The impact of status cultural participation on the grades of U. S. high school students. American Sociological Review, 47, 189-201.
    DiMaggio, P., & Mohr, J. (1985). Cultural capital, educational attainment, and marital selection. American Journal of Sociology, 90(6), 1231-1261.
    Dumais, S. A.(2002). Cultural capital, gender, and school success: The role of habitus. Sociology of Education, 75, 44-68.
    Eccles, J. S., Adler, T., & Meece, J. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46, 26-43.
    Eitle, T. M., & Eitle, D. J. (2002). Race, cultural capital, and the educational effects of participation in sports. Sociology of Education, 75(1),123-146.
    Erickson, B. H. (1996). Culture, class, and connection. American Journal of Sociology, 102(1), 217-251.
    Ericsson, K. A., Krampe, R. Th., & Tesch-Römer C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
    Fan, X., & Chen, M. (1999). Academic achievement of rural school students: A multi-year comparison with their peers in suburban and urban schools. Journal of Research in Rural Education, 15, 31-46.
    Farkas, G., Grobe, R. P., Sheehan, D., & Shuan, Y. (1990). Cultural resources and school success: Gender ethnicity, and poverty groups within an urban school district. American Sociological Review, 55(1), 127-142.
    Fraine, B. D., van Damme, J., & Onghena, P. (2007). A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate latent growth approach. Contemporary Educational Psychology, 32, 132-150.
    Freire, P.(1970). Pedagogy of the oppressed. New York: Continuum.
    Fredricks, J., & Eccles, J.S. (2002). Children’s competence and values beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519-533.
    Ganzeboom, H. B. G. (1986). Cultural socialization and social reproduction. Paper presented at the XI. World Congress of Sociology, New Delhi.
    Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. NY: Basic Books.
    Gardner, H. (1993). Multiple intelligences: The theory in practice. NY: Basic Books.
    Gamoran, A. (2001). American schooling and educational inequality: A forecast for the 21st century. Sociology of Education, Extra Issue 2001, 135-153.
    Georgiou, S. N. (2008). Beliefs of experienced and novice teachers about achievement. Educational Psychology, 28(2), 119-131.
    Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey.
    Goldthorpe, J. H. (2000). On sociology: Numbers, narratives, and the integration of research and theory. Oxford University Press.
    Gonzales, P. M., Blanton, H., & Williams, K. J. (2002). The effects of stereotype threat and double-minority status on the test performance of Latino women. Personality and Social Psychology, 28(5), 659-670.
    Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children’s academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104–113.
    Gouldner, A. (1979). The future of intellectuals and the rise of the new class. New York: Continum International Publishing Group Inc.
    Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology(pp.63-84). New York: Macmillan.
    Green, J., Nelson, G., Martin, A. J., & Marsh, H. (2006). The causal ordering of self-concept and academic motivation and its effect on academic achievement. International Education Journal, 7(4), 534-546.
    Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and achievement: Developmental perspective on their causal ordering. Journal of Educational Psychology, 95, 124-136.
    Hackett, G., & Betz, N. E. (1981). A self-efficacy approach to the career development of women. Journal of Vocational Behavior, 18, 326-339.
    Hau, K. T., & Salili, F. (1996). Prediction of academic performance among Chinese students: Effort can compensate for lack of ability. Organizational Behavior and Human Decision Processes, 65, 83-94.
    Hemmings, B., & Kay, R. (2010) Prior achievement, effort, and attitude as predictors of current achievement. Australian Educational Researcher, 37, 41-58.
    Hicks, W. D. (1984). The process of entering training programs and its effects on training outcomes. Dissertation Abstracts, 44, 3564B (University Microfilms No. DA8403528).
    Ho, I. T., & Hau, D. T. (2008). Academic achievement in the Chinese context: The role of goals, strategies, and effort. International Journal of Psychology, 43(5), 892-897.
    Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit Indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
    Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles , J. S., &Wigfield, A. (2002). Changes in children’s self-competence and values : Gender and doma in differences across grades one through twelve. Child development, 73(2) , 509-527 .
    Jordan, N. C., Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study, Journal of Educational Psychology, 94(3), 586-597.
    Jung, T., & Wickrama, A. S. (2008). An introduction to latent class growth analysis and growth mixture modeling. Social and Personality Psychology Compass, 2(1), 302-317.
    Kalmijn, M., & Kraaykamp, G. (1996). Race, cultural capital, and schooling: An analysis of trends in the United States. Sociology of Education, 69, 22-34.
    Katsillis, J., & Rubinson, R. (1990). Cultural capital, student achievement and educational reproduction. American Sociological Review, 55, 270-279.
    Keller, J. (2002). Blatant stereotype threat and women’s math performance: Self-handicapping as a strategic means to cope with obtrusive negative performance expectations. Sex Roles, 47, 193-198.
    Kraaykamp, G. (2002). Cumulative advantages and inequality in lifestyle: A Dutch description of distinction in taste. The Netherlands’ Journal of Social Sciences, 38, 121-142.
    Kraemer, H. C., & Blasey C. M. (2004). Centring in regression analyses: Astrategy to prevent errors in statistical inference. International Journal of Methods in Psychiatric Research, 13(3), 141-151.
    Lamont, M. (1992). Money, morals, and manners. Chicago, IL: University of Chicago Press.
    Lamont, M., & Lareau, A. (1988). Cultural capital: Allusions, gaps and glissandos in recent theoretical developments. Sociological Theory, 6, 153-168.
    Lareau, A. (1987). Social-class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60, 73-85.
    Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counseling Psychology, 31(3), 356-362.
    Luthans, F., & Youssef, C. M. (2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage. Organizational Dynamics, 33, 143-160.
    Marsh, H. W., Trautwein, U., Ludtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept interest, grades, and standardized test scores: Reciprocal effect models of causal ordering. Child Development, 76(2), 397-416.
    Marx, K. (1887). Capital, vol. 1. The process of production of capital. In R. C., Tucker (Ed.), The Marx-Engels reader. W. W. Norton & Company, London(First published in 1867: Das Kapital, Verlag, Hamburg). Available online at: http://www.marxists.org/archive/marx/works/1867-c1/
    Marx, D. M., & Roman, J. S. (2002). Female role models: Protecting women’s math test performance. Personality and social psychology bulletin, 28(9), 1183-1193
    Maslow, A. H. (1954/1970). Motivation and personality. New York: Harper & Row.
    Merton, Robert K. (1968). The Matthew Effect in Science. Science, 159 (3810), 56-63.
    McCoach, D. B., O’Connell, A. A., Reis, S. M., & Levitt, H. A. (2006). Growing readers: A hierarchical linear model of children’s reading growth during the first 2 years of school. Journal of Educational Psychology, 98, 14–28.
    McInerney, D.M., & McInerney, V. (1994). Educational psychology: Constructing learning. Sydney, NSW: Prentice Hall.
    Morgan, P. L., Farkas, G., & Hibel, J. (2008). Matthew effects for whom? Learning Disability Quarterly, 31, 187–198.
    Muthén, B. O., & Khoo, S.T. (1998). Longitudinal studies of achievement growth using latent variable modeling. Learning and Individual Differences, 10(2), 73-101.
    Newman, R. S. (1990). Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82(1), 71-80.
    Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance. Learning and Individual Differences, 20, 682-686.
    Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes inlatent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14(4), 535-569.
    Park, Y. (2011). How motivational constructs interact to predict elementary students’ reading performance: Examples from attitudes and self-concept in reading. Learning and Individual Differences, 21, 347-358.
    Parrila, R., Aunola, K., Leskinen, E., Nurmi, J.-E., & Kirby, J. R. (2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97, 299–319.
    Penno, J. F., Wilkinson, I., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94, 23–33.
    Peterson, R. A. (2005). Problems in comparative research: The example of omnivorousness. Poetics, 33, 257-282.
    Pintrich, P. R. (1987). Motivated learning strategies in the college classroom. Paper presented at the American Educational Research Association Convention, Washington, D. C.
    Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
    Pokay, P., & Blumenfled, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 41-50.
    Protopapas, A., Sideridis, G. D., Mouzaki, A., & Simos, P. G. (2011). Matthew effects in reading comprehension: Myth or reality? Journal of Learning Disabilties, 1-19.
    Reay, D. (1998). Cultural reproduction: Mothers’ involvement in their children’s primary schooling. In M. Grenfell & D. James (Eds.), Bourdieu and education: Acts of practical theory. (pp. 55-71). London: Falmer Press.
    Reeves, E. B., & Bylund, R. A. (2005). Are rural schools inferior to urban schools? A multilevel analysis of school accountability trends in Kentucky. Rural Sociology, 70, 360-386.
    Roscigno, V. J., & Ainsworth-Darnel J. W. (1999). Race, cultural capital, and educational resources: Persistent inequalities and achievement returns. Sociology of Education, 72, 158-178.
    Roscigno, V. J., & Crowley, M. L. (2001). Rurality, institutional disadvantage, and achievement/attainment. Rural Sociology, 66, 268-292.
    Rosenthal, J., & Ehri, L. C. (2008). The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100, 175–191.
    Rössel, J. (2008). Conditions for the explanatory power of life styles. European Sociological Review, 24, 231-241.
    Schaie, K. W. (1994). The course of adult intellectual development. American Psychologist, 49, 304-313.
    Schmader, T. (2002). Gender identification moderates stereotype threat effects on women’s math performance. Journal of Experimental Social Psychology, 38, 194-201.
    Schunk, D. H. (1986). Self-regulation through overt verbalization during cognitive skill learning. Paper presented at the annual meeting of the American Educational Research Association. (ERIC Document Reproduction Service No. ED273205).
    Shaywitz, B. A., Holford, T. R., Holahan, J. M., Fletcher, J. M., Stuebing, K. K., & Francis, D. J. (1995). A Matthew effect for IQ but not for reading: Results from a longitudinal study. Reading Research Quarterly, 30, 894–906.
    Shavit, Y., & Blossfeld, H. (1993). Persistent inequality. Boulder, Co. Westview Press.
    Silva, E. B. (2006). Distinction through visual art. Cultural Trends, 15, 141-158.
    Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and belief. Developmental Psychology, 42, 70-83.
    Smith, J. L., & White, P. H. (2002). An examination of implicitly activated, explicitly activated and nullified stereotypes on mathematical performance: It’s not just a female’s issue. Sex Roles, 47, 193-198.
    Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4-28.
    Spinath, B., Spinath, F.M., Harlaar, N., & Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34(4), 363-374.
    Stainthorp, R., & Hughes, D. (2004). What happens to precocious readers’ performance by the age of eleven? Journal of Research in Reading, 27, 357–372.
    Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
    Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797-811.
    Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
    Stone, J., Lynch, C. I., Sjomeling, M., & Darley, J. M. (1999). Stereotype threat effects on Black and White athletic performance. Journal of Personality and Social Psychology, 77, 1213-1227.
    Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of intelligence. Cambridge:
    Cambridge University Press.
    Sternberg, R. J. (1986). Intelligence applied: Understanding and increasing your intellectual skills. San Diego: Harcourt Brace Jovanovich.
    Sternberg, R. J. (1988). The triarchic mind: A new theory of human intelligence. Vikiing Pongain Inc.
    Sullivan, A. (2001). Cultural capital and educational attainment. Sociology, 35(4), 893-912.
    Sullivan, O., & Katz-Gerro, T. (2007). The omnivore thesis revisited: Voracious cultural consumers. European Sociological Review, 23, 123-137.
    TED(2004). Martin Seligman on positive psychology. http://www.ted.com/talks/lang/eng/martin_seligman_on_the_state_of_psychology.html
    Teachman, J. D. (1987). Family background , educational resource , and educational attainment. American Sociological Review, 52, 548-557.
    Terman, L. (1954). The Discovery and Encouragement of Exceptional Talent. American Psychologist, 9 (6), 221-230.
    Trawick, L. (1988). Relationship among cognitive-motivational processes and academic performance in community college students with a history of academic failure. Paper presented at annual meeting of the American Educational Research Association, New Orleans, LA.
    Trusty, J. (2000). High education expectations and low achievement: Stability of education goals across adolescence. The Journal of Educational Research, 93(6), 356-365.
    van de Werfhorst, H. G., & Kraaykamp, G. (2001). Four field-related educational resources and their impact on labor, consumption, and sociopolitical orientation. Sociology of Education, 74, 296-317.
    Viljaranta, J., Lerkkanen, M.-K., Poikkeus, A.-M., Aunola, K., & Nurmi, J.-E. (2009). Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten. Learning and Instruction, 19, 335-344.
    Walberg, H. J., & Tsai, S. L. (1983). Matthew effects in education. American Educational Research Journal, 20, 359-373.
    Warde, A. (2008). Does taste still serve power? The fate of distinction in Britain. Sociologica. http://www.sociologica.mulino.it/doi/10.2383/25945
    Whang, P. A., & Hancock, G. R. (1994). Motivation and mathematics achievement. Comparisons between Asian-American and non-Asian Students. Contemporary Educational Psychology, 19,302-332.
    Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, J. A., & Wright, J. (1997). The construction of gendered contexts in single sex and coeducational physical education lessons. Sport, Education, and Society, 2, 55-72.
    Willett, J. B., & Sayer, A. G. (1994). Using covariance structure analysis to detect correlates and predictors of individual change over time. Psychological Bulletin, 116, 363-381.
    Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Difference, 11(3), 281-304.
    Woolfolk, A. (2005). Educational psychology (9th ed.). Boston, MA: Pearson.
    Xiang, P., McBride, R., & Guan, J. (2004). Children’s motivation in elementary physical education: A longitudinal study. Research Quarterly for Exercise and Sport, 75(1), 71-80.
    Yaish, M., & Katz-Gerro, T. (2010.10). Disentangling ‘cultural capital’: The consequences of cultural and economic resources for taste and participation. European Sociological Review Advance Access. DOI: 10.1093/esr/jcq056, available online at www.esr.oxfordjournals.org.
    Yates, S. (2000). Task involvement and ego orientation in mathematics achievement: A three-year follow-up. Issues in Educational Research, 10(1), 77-91.
    Zhang, J. X. & Schwarzer, R. (1995). Measuring optimistic self-beliefs: A Chinese adaptation of the general self-efficacy scale. Psychologia, 38, 174-181.
    Description: 博士
    國立政治大學
    教育研究所
    95152518
    100
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0095152518
    Data Type: thesis
    Appears in Collections:[教育學系] 學位論文

    Files in This Item:

    File SizeFormat
    251801.pdf2106KbAdobe PDF2560View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    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。
    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。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback