本研究旨在調查並分析高中僑生在自我概念及生活適應與學業成就之相關，研究結果提供教育當局，作為高中僑生教育政策及加強僑生教材教法、課程設計及生活輔導之參考。 　　本研究依據研究目的，以文獻分析法探討自我概念及生活適應與學業成就之理論及相關研究，以問卷調查法測量高中僑生的自我概念及高中僑生生活適應困擾，並分別就自我概念及適應問題，比較不同背景變項僑生之差異，加上學期學業成績之蒐集，用以分析不同自我概念及適應狀況僑生學業成就之差異情形。 　　本研究以國立華僑實驗高級中學高中部僑生344位為對象，使用「田納西自我概念量表」（2000年版）及「高中學生生活經驗量表」為研究工具，問卷回收後篩選有效樣本316份，將所得之資料分別以下列方法處理：描述性統計、單因子單變量變異數分析、二因子單變量變異數分析、獨立樣本T檢定，F檢定，Scheffe法事後比較，Pearson積差相關法等統計方法，探討各變項間的關係。 　　綜合上述，本研究假設結論如下： 　　一、不同背景變項之高中僑生，自我概念有顯著差異： 　　　1.在「道德自我」及「家庭自我」項目有顯著差異。女生均高於男生。 　　　2.不同年級的高中僑生，在「道德自我」「學業自我」「自我認同」「自我滿意」「自我總分」等項目，高二僑生得分優於高一僑生，另外高二僑生及高三僑生在「心理自我」得分上，皆優於高一僑生。 　　　3.不同區域的高中僑生，在「生理自我」、「家庭自我」「自我認同」「自我總分」項目上，第一區域即印尼、緬甸、泰國、菲律賓等地的高中僑生，其得分優於第二區域即香港、澳門、新加坡等地的高中僑生。 　　　4.「自我行動」項目，第一區域的高中僑生及第三區域高中僑生，得分皆優於第二區域的高中僑生。 　　二、不同背景變項之高中僑生，生活適應問題有顯著差異： 　　　1.在「用錢」項目上，男生困擾大於女生。高二、高三僑生困擾都大於高一僑生。 　　　2.在「就業前途」項目上，高三僑生困擾大於高一僑生。 　　　3.男生生活適應，最感困擾的是「用錢」，其次是「就業前途」，「課業」。而在女生的適應經驗排序上，最感困擾的是「就業前途」，其次是「課業」，而「用錢」排行第三。 　　　4.高一僑生生活適應困擾首推「課業」項目，而高二高三僑生生活適應最感困擾則為「就業前途」項目。 　　三、不同背景變項之高中僑生，學業成就有顯著差異： 　　　1.在性別上：女生優於男生。 　　　2.在年級上及科目上： 　　　（1）高二僑生國文科成績優於高一、高三僑生。 　　　（2）高一僑生英文科成績優於高二僑生。 　　　（3）高一、高三僑生數學成績皆優於高二僑生。 　　四、年級、地區交互作用後，高中僑生自我概念與生活適應有顯著差異： 　　　1.在「生理自我」項目，第二區域高二僑生得分優於高一僑生。第一區域高一僑生得分優於第二區域高一僑生。 　　　2.在「學業自我」項目，第一區域高二僑生得分優於高一僑生。第一、二區域的高二僑生得分優於第三區域的高二僑生。 　　　3.在「人際交往」項目，第一區域的高二僑生得分優於第二區域的高二僑生。 　　五、高中僑生自我概念、生活適應與學業成就部分有顯著相關： 　　　1.自我總分與學業成就，學業自我與學業成就，學業成就科別之間，分別顯現正相關。 　　　2.生活適應各向度，課業項目或整體生活適應總分上與學業成就皆無顯著相關。 　　　3.自我總分高低分組在生活適應總分性別、年級間，也未顯示出顯著相關。 　　依據上述幾點結論，提出各項對僑教政策、僑生教育及未來研究者研究方向之建議： 　　一、在僑教政策上的建議 　　僑生返國之人數在不同地區有消長的情形，最明顯為港澳地區的僑生，因為，受兩岸政治情勢的影響，加上取消加分優惠，因此，返國就學的人數明顯地逐年下降。可見得政策的改變與僑生的返國行為之間存在一定的關係。因此符應需求修訂僑教政策有其必要。 　　　（一）委託國內大學培育僑教師資。 　　　（二）提供清寒僑生工讀機會。 　　　（三）建立僑生監護人公證制度。 　　　（四）設立國語文中心，編製銜接教材。 　　二、僑校編制上的建議 　　　（一）國立華僑高中 　　　（二）對其他高中僑生就讀之學校 　　三、在教學上的建議 　　四、對未來研究之建議 　　　（一）研究對象 　　　（二）研究變項 　　　（三）研究方法 　　　（四）文獻資料的蒐集 / The purpose of this research on investigation is to analyze the relationship with overseas Chinese student's self-concept, life-adjustment, and academic achievement. The results of research will provide an education authority as references for overseas Chinese student educational policy, instructional material teaching reinforcement, curriculum design, and living guidance. 　　According to the purpose of research, our research has applied literature analysis to discuss with theory of self-concept, life-adjustment, and academic achievement and related research. For example, a questionary method measures overseas Chinese student's self-concept and life-adjustment problem. Furthermore, from self-concept and life-adjustment, it compares students with different background variables and collections of academic achievement at school that analyze different self-concept, life-adjustment, and academic achievement situation. 　　The objects of our research were 344 students from National Overseas Chinese Experimental High School, and research tools were “Tennessee Self-Concept Scale” (version 2000) and ”Senior High School Student's Life Experience Measurement”. After questionary feedback and filtration, there are effective 316 copies. Then, all information has dealt as the following processes to discuss with correlation among variables, such as Descriptive Statistics, one-way ANOVA, two-way ANOVA, independent sample for Matched-pair T-test, F-test, Scheffe Rule of Post Hoc Tests, Pearson’s correlation statistics method etc. 　　In summary of the mentioned statements, conclusions of our research hypotheses are as the followings: 　　1 Overseas Chinese senior high school students who have different background variables, obvious self-concept differences: 　　　a. There are obviously differences on item of ”MOR” & “FAM” variables that school girls have greater than boys. 　　　b. For the different year of senior high school overseas Chinese students on the items of ” MOR ”, “ACA”, “IDN”, “SAT”, and “TOT”, sophomore year of students have scored more than freshman year of students; furthermore, on the item of “PER”, sophomore and junior year of students have scored greater than freshman year of students. 　　　c. On the items “PHY”, “FAM”, “IDN”, and “TOT”, in the different locations overseas Chinese students of the first region (Indonesia, Myanmar, Thailand, Philippines etc.) have scored the second region Hong Kong, Macao, Singapore) of students. 　　　d. On the item of “BHV”, students of the first and third region have scored greater than the second region. 　　2. Overseas Chinese senior high school students who have different background variables, life-adjustment problems that have dramatically differences: 　　　a. On the item of “spending”, schoolboys have disturbance greater than girls; sophomore and junior year of students have disturbance greater than freshman year of students. 　　　b. On the item of “career prospect”, junior year of students have obsession greater than freshman year of students. 　　　c. Schoolboys on the life-adjustment have harassment, for example, first item is “spending”, and the followings are “career prospect” and “school work”. In contrast to schoolgirls on the living accommodation experience in sequence are the first item of “career prospect”, the secondary item of school work” and the third item of “spending”. 　　　d. Freshman year of students on the life-adjustment is “school work”; nevertheless, sophomore and junior year of students is “career prospect”. 　　3. Overseas Chinese senior high school students who have different background variables, obvious differences on academic achievement: 　　　1. On the item of sex: schoolgirls are greater than boys. 　　　2. On the item of grade and subjects: 　　　　a. Sophomore year of student's scores on Chinese subject has greater than freshman and junior year of student. 　　　　b. Freshman year of student's scores on English subject has greater than sophomore year of student. 　　　　c. Freshman and junior year of student's on math subject has greater than sophomore year of student. 　　4. After grade and location interaction, overseas Chinese senior high school students who have remarkably differences on self-concept and life- adjustment: 　　　a. On the item of “PHY”, sophomore year of students in the second region has greater than freshman year of students; freshman year of students in the first region has greater than that of the second region. 　　　b. On the item of “ACA”, sophomore year of students in the first region has greater than freshman year of students; sophomore year of students in the first and second region has greater than that of the third region. 　　　c. On the item of “interpersonal relationships” sophomore year of students in the first region has greater than that of the second region. 　　5. Overseas Chinese senior high school students who have highly relationship with self-concept and life- adjustment, and academic achievement: 　　　a. Obviously, there are some correlations among “TOT vs. academic achievement”, “ACA vs. academic achievement” and “academic achievement”. 　　　b. Nevertheless, there are no correlations among “life-adjustment condition”, “school work subjects” or “total of general life-adjustment ” and “academic achievement”. 　　　c. There are no obviously differences on TOT score of life-adjustment between sex and grade. 　　According to the previous suggestions, here are some suggestions on overseas educational policy, student education, and future research approach: 　　I. Suggestions on overseas Chinese educational policy 　　The numbers of overseas Chinese students in different locations have growth or decline situation, especially for students from Hong Kong and Macao. Because political situation between China and Taiwan and cancellation on premium score, the numbers of students have obviously down year after year. Hence, policy change and students returning Taiwan for studying behavior have certain relations. Therefore, it is necessary to modify a suitable overseas educational policy. 　　　(1) Authorizing domestic universities to educate qualified teachers for overseas Chinese students 　　　(2) Providing straitened overseas Chinese students who have opportunities for part-time jobs 　　　(3) Setting up overseas Chinese student's guardian notarial system 　　　(4) Establishing Mandarin centers and compiling connected teaching materials 　　II. Suggestions on overseas school system 　　　(1) National Overseas Chinese Experimental High School 　　　(2) For other overseas Chinese students who study at senior high school 　　III. Instructional suggestion 　　IV. Suggestions for future research 　　　(1) Research object 　　　(2) Research variable 　　　(3) Research approach 　　　(4) Literature collection

影響學生學業成就因素，是值得關注的議題。本研究欲瞭解教育指標和家庭資本對學生學業成就之間的影響關係，以臺灣、日本、韓國、美國和義大利五個國家已公佈的教育指標資料和TIMSS 2007資料庫問卷調查結果的24383份追蹤樣本，進行現況分析、變異數分析、相關分析、多元逐步回歸分析、結構方程式分析，結果發現： 一、教育指標中，在學率和數學及科學學業成就為正相關。中等教育師生比、識字率、教育經費占國民所得比與數學及科學學業成就為負相關。 二、教育指標對數學學業成就的解釋變異量為25%，對科學學業成就的解釋變異量為9.7%。 三、家中藏書量和學習資源對數學及科學學業成就的變異數分析中可得知擁有越多藏書和資源的組別大於擁有較少藏書和資源的組別。 四、父母親學歷對數學及科學學業成就的變異數分析中可得知美國在此分析中未達顯著，臺灣、日本、韓國和義大利都是學歷越高的組別大於學歷低的組別。 五、自我期望對數學及科學的學業成就的變異數分析中可得知自我期望越高學歷的組別大於自我期望低學歷的組別，但美國學生在數學及科學學業成就及韓國學生在數學學業成就的自我期望皆以「不知道」的組別最高。 六、家長支持對學生數學及科學學業成就的變異數分析可得知家長支持度高的組別普遍大於支持度低的組別，但是義大利的家長支持在數學及科學學業成就和臺灣的家長支持在科學學業成就上都是支持度最高的組別小於支持度最低的組別。 七、家長參與對學生數學及科學學業成就的變異數分析可得知家長參與度高的組別普遍大於參與度低的組別，但是臺灣的家長參與在科學學業成就上是參與度最高的組別小於參與度最低的組別。 八、家庭資本和學業成就之間的相關分析可得到母親學歷和學業成就無關，家庭資本變項中的自我期望與數學學業成就也無關，父親學歷與學業成就為負相關，其它變項與學業成就為正相關。 九、家庭資本對學業成就的解釋變異量以台灣最高，家庭資本對數學學業成就的解釋變異量為27.5%，對科學學業成就的解釋變異量為28.8%。 十、由SEM結果得知家庭資本中的家長支持和家長參與對數學及科學學業成就未達顯著差異。教育指標和家庭資本對學業成就具有一定的解釋力。 依據上述研究結果將提出相關結論與建議以供參考。 / The issue of student achievement has been concerned. In this research, will focus on the relationships between educational indicators and family capital on student academic achievement, the participants include students in Taiwan, Japan, South Korea, the United States and Italy. The published educational indicators and TIMSS 2007 survey results of 24,383 samples for the analysis of variance, Pearson correlation, stepwise multiple regression, structural equation modeling found that: 1. The relationship between educational indicators, student academic achievement in mathematics and science as a positive. Secondary education teacher/ student ratio, literacy, education expenditure/ GDP ratio of and academic achievement in mathematics and science as a negative. 2. The educational indicators of academic achievement in mathematics accounts for 25% variance, in science accounts for 9.7% variance. 3. In analysis of variance, the collection of books and learning resources on academic achievement in mathematics and science indicate that a group has more is higher than the group has fewer. 4. In analysis of variance, parental education on academic achievement in mathematics and science find that in United States is not significant in this analysis. In Taiwan, Japan, South Korea and Italy, groups of higher education is the highest. 5. In analysis of variance, self expectation on academic achievement in mathematics and science indicate that a group with high self expectation is highest, but U.S. students in math and science academic achievement and Korea students in mathematics can find out that the students who "do not know" is the highest group. 6. In analysis of variance, parental support in student academic achievement in mathematics and science that groups with high parental support is higher than those with low parental support, but parental support on student academic achievement in mathematics and science in Italy, and parental support on academic achievement in science in Taiwan indicate that the highest group is less than the lowest one. 7. In analysis of variance, parental involvement in student academic achievement in mathematics and science that groups with high parental involvement is higher than those with low parental involvement, but in Taiwan, parental involvement on academic achievement in science indicate that the highest group is less than the lowest one. 8. The correlations between family capital and student academic achievement indicate that mother’s education is in no relation with academic achievement in mathematics and science, self-expectation is in no relation with mathematics academic achievement, the relationship between father’s education and academic achievement is negative, other variables and academic achievements is positive. 9. The variance of family capital in academic achievement in Taiwan is the highest: 27.5% in mathematics and 28.8% in science. 10. SEM results show that parental support and parental involvement is in no relationship with academic achievement in math and science. Educational indicators and family capital on academic achievement can be explained. Based on the results of the study, conclusions and recommendations will be presented for reference. Key words: Educational indicator, Family capital, Student academic achievement, TIMSS 2007.

本研究旨在探討國小學生家庭社經地位與自我概念對學業成就之影響。研究採用問卷調查法，以新北市國小學生為樣本母群體，採分層隨機叢集抽樣，抽出20所國小共計740位受試者，回收有效問卷659份，所得資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析、及多元逐步迴歸分析等統計方法進行資料的分析與處理，以了解國小學生家庭社經地位、自我概念與學業成就之現況、差異情形及國小學生家庭社經地位與自我概念對學業成就的預測力。 研究結論如下： 一、國小學生自我概念現況屬中上程度，以「心理自我概念」最高。 二、國小學生學業成就現況屬中上程度，以「國語科學業成就」最高。 三、就讀年級在整體自我概念上有顯著差異，五年級高於六年級。 四、性別在英語科學業成就上有顯著差異，女性學生高於男性學生；就讀年級在國 語科及社會科學業成就上有顯著差異，六年級學生高於五年級學生。 五、家庭社經地位在國小學生自我概念上有顯著差異，高社經地位或中社經地位高於低社經地位。 六、家庭社經地位在國小學生學業成就上有顯著差異，高社經地位及中社經地位高於低社經地位。 七、家庭社經地位與自我概念對學業成就具顯著正相關及預測效果。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、教育人員以及未來研究的參考。 / The purpose of this study is to investigate the effect of socio-economic status and self-concept on academic achievement of elementary school students. A survey research was conducted using a sample of the fifth and sixth grade students of elementary schools in New Taipei City. 740 students from 20 schools were selected by stratified random sampling and cluster sampling. 659 valid sample data were collected, analyzed and processed with the methods of descriptive statistics, independent samples t-test, one-way ANOVA, and multiple stepwise regression analyses.The major findings of this study are as follows: 1.Elementary school studen’s self-concept is above average, “psychological self-concept” ranks the highest position. 2.Elementary school student’s academic achievement is above average, “Chinese academic achievement” ranks the highest position. 3.Grade show significant differences in self-concept, students who are in the fifth grade show higher performance than those in the sixth grade. 4.Gender show significant differences in English academic achievement, female students show higher performance than male students. Grade show significant differences in Chinese academic achievement and Society academic achievement, students who are in the sixth grade show higher performance than those in the fifth grade. 5.Socio-economic status show significant differences in self-concept, students who have high socio-economic status or intermediate socio-economic status show higher performance than those of low socio-economic status. 6.Socio-economic status show significant differences in academic achievement, students who have high socio-economic status and intermediate socio-economic status show higher performance than those of low socio-economic status. 7.Socio-economic status and self-concept are positively related to academic achievement. In addition, socio-economic status and self-concept have positive direct effect on academic achievement. Based on the findings and the conclusions, further suggestions for educational administration authorities, pedagogical individuals and future related study are proposed.

本研究旨在探討外籍配偶子女的自我概念、生活適應與學業成就之相關研究。主要目的有七：（一）了解並分析目前外籍配偶子女就讀國中自我概念與生活適應情形。（二）探討背景變項不同的國中外籍配偶子女之自我概念差異情形。（三）探討背景變項不同的國中外籍配偶子女之生活適應差異情形。（四）探討背景變項不同的國中外籍配偶子女之學業成就差異情形。（五）瞭解國中外籍配偶子女的自我概念、生活適應與學業成就之相互關係。（六）分析國中外籍配偶子女背景變項、自我概念與生活適應對學業成就的預測情形。（七）分析並歸納研究結果，提出具體建議，作為政府機關規劃相關政策和學術研究的參考。 本研究採用問卷調查法，係以就讀桃園縣公立國中外籍配偶子女為研究對象，採立意抽樣共取樣 536人，有效問卷508份，回收率95.67%。測量工具包括「個人基本資料調查表」、「學業成就」、「自我概念量表」、「生活適應量表」等四部分。依據所得資料，主要運用描述統計、單因子變異數分析、多變項變異數分析、逐步多元迴歸分析等統計方法驗證假設。 本研究的主要結果分述如下： 一、整體而言國中外籍配偶子女自我概念程度是在中等以上，最高的是學校 自我，最低的是生理自我。背景變項（性別、年級、父親教育程度、經 濟狀況、父母管教方式、學校地區）在自我概念上有顯著差異。 二、整體而言生活適應程度是在中等以下，人際適應最佳，學校適應較差。 背景變項（性別、經濟狀況、父母管教方式、學校地區〉在生活適應上 有顯著差異。 三、國中外籍配偶子女學業成就最高的是國文，最低的是數學。背景變項 （性別、年級、父親教育程度、母親教育程度、居住狀況、經濟狀況、 父母管教方式）在學業成就上有顯著差異。 四、國中外籍配偶子女對自我概念瞭解程度，自我概念越高生活適應越好。 在生活適應層面中個人適應、學校適應、家庭適應及人際適應具有顯著 差異。 五、國中外籍配偶子女在自我概念層面中的家庭自我、學校自我及道德自 我，與國文、英文及數學學業成就具有顯著差異，顯示自我概念層面其 中家庭自我、學校自我、道德自我得分越高，表示學業成就越好。 六、國中外籍配偶子女整體生活適應及各層面的個人適應、家庭適應、學校 適應、人際適應越好，國文、英文及數學學業成就越高。在生活適應層 面中個人適應、家庭適應、學校適應及人際適應，與國文、英文及數學 學業成就具有顯著差異。 七、國中外籍配偶子女當人際適應越好時，數學領域的表現會越好。當人際 適應越好時，國文領域的表現會越好。對家庭自我瞭解程度越高、人際 適應越好時，數學領域的表現會越好。 八、在預測國中外籍配偶子女國文領域學業成就層面，以學校適應最具預測 力，可解釋或預測8.7%。在預測英文領域學業成就層面，管教方式最具 預測力，可解釋或預測9%。在預測數學領域學業成就層面，以管教方式 最具預測力，可解釋或預測4.8%。 最後，根據研究結果，提出具體建議，以供家長、教育工作者及未來研究參考之用。 / The purpose of this research aims to investigate the correlations among self-concept, life adjustment and academic achievement of foreign spouses’ children. There are seven main objectives: (1) to find out and analyze self-concept and life adjustment of foreign spouses’ children in junior high school nowadays; (2) to make careful inquiry about the variation of their self-concept with different background variables; (3) to make careful inquiry about the variation of their life adjustment with different background variables; (4) to make careful inquiry about the variation of their academic achievement with different background variables; (5) to realize the correlations among their self-concept, life adjustment and academic achievement; (6) to employ self-concept and life adjustment as variables to predict their academic achievement; (7) to draw a conclusion of the research and propose concrete suggestions as references for the related policies of governmental organizations and academic studies. This research used the questionnaire survey method and chose foreign spouses’ children who study in Taoyuan junior high school as objectives. The research selected 536 students as purposive samples in which 508 questionnaires were returned, yielding a 95.67% response rate. The measurement applied in this study includes “Personal Information Survey”, “Academic Achievement”, “Self-Concept Scale” and “Life Adjustment Scale”. According to the collected data, the hypothesis of the research is verified by the statistical methods including descriptive statistics, one-way ANOVA, multi-way ANOVA and multiple regression analysis. The findings of this research are illustrated as follow: 1.On the whole, the degree of self-concept that foreign spouses’ children have is above the average. They have the highest degree of school-self, the lowest degree of physical-self. The background variables (including sex, grade, their father’s education level, economic status, parenting style, and school region) act significant differences on their self-concept. 2.In general, the life adjustment of the foreign spouses’ children lies under the average level. Their interpersonal adjustment works the best within this variable whereas the school adjustment performs the worst. The background variables (including sex, economic status, parenting style and school region) act significant differences on their life adjustment. 3.The academic achievement of junior high school students born of foreign spouses shows the best performance in the subject, Chinese. On the contrary, they present the worst in mathematics. The background variables (including sex, grade, their father’s education level, their mother’s education level, economic status, and parenting style of parenting style) act significant differences on academic achievement. 4.As for the degree of the self-concept the foreign spouse’ children in junior high school have, the higher degree of their self-concept leads to the better performance of their life adjustment. At the level of life, personal, school, family and interpersonal adjustment show significant differences. 5.The self-concept within which consists of family, school and moral self shows significant differences from the academic achievement of Chinese, English and mathematics. The higher scores of family, school and moral self they have at the level of self-concept will cause better academic achievement. 6.The better their life adjustment and its components (the personal, family, school and interpersonal adjustment) act, the higher academic achievements they possess in Chinese, English and mathematics. There are significant differences between the level of life adjustment (personal, family, school, interpersonal adjustment) and academic achievements of Chinese, English, and mathematics. 7.The better interpersonal adjustment the foreign spouses’ children have, the better they show their academic achievement in mathematics and Chinese. It has also been revealed that they present better interpersonal adjustment and better achievement in mathematics if they understand their family self better. 8.While predicting Chinese academic achievement of foreign spouse’ children, the research shows the best predictable variable is school adjustment which can explain and forecast the degree of accuracy at the rate of 8.7%. Besides, at the level of predicting English academic achievement, the best predictable variable is parenting which can describe and foretell the degree of accuracy at the rate of 9%. As to the prediction for mathematics academic achievement, the best predictable variable is also parenting which can predict accurately at the rate of 4.8%. Finally, according to the results of the research, I propose specific suggestions for the parents, educators and future researchers are proposed subject as a reference resource.

本研究先藉由文獻分析法瞭解擴散性思考、數學問題發現與數學學業成就三者的內涵，繼而依據它們的內涵並佐以學習、問題解決的角度，建立起三者間關係的假設，並透過實證調查研究法來驗證這些假設。本研究之研究對象為台北縣市五所國中的318位國三學生，研究工具為「新編創造思考測驗」、「數學問題發現測驗」、「第一次數學科基本學力測驗」，並以次數統計、集群分析、相關分析、變異數分析、逐步迴歸分析進行資料分析。本研究主要的研究結果如下： 一、學生能夠發現各種思考產物類型與數學類型的問題。其中，關係性問題與發現性問題最多人提出，而單位性、類別性與驗證性問題則較少人提出。 二、學生的數學問題發現型態有個別差異。 三、擴散性思考與數學問題發現間為顯著中低度相關。 四、擴散性思考與數學學業成就多為顯著中低度相關。 五、數學問題發現與數學學業成就間為顯著中低度相關。 六、能問大量且層次高數學問題的學生其數學學業成就比較不會問數學問題的學生為佳。 七、擴散性思考之流暢力、數學學業成就、擴散性思考之變通力可以有效預測數學問題發現之問題數。 八、擴散性思考之流暢力、數學學業成就、擴散性思考之變通力可以有效預測數學問題發現之問題獨特性。 九、數學學業成就與擴散性思考之流暢力可以有效預測數學問題發現之問題品質。 十、數學問題發現之問題品質、數學問題發現之問題數可以有效預測數學學業成就。 本研究最後針對數學教育以及未來研究提出若干具體建議。 / First, this study probed into the contents of divergent thinking, mathematical problem finding, and mathematical achievement by literature review. Then the researcher made hypotheses of the relationships between divergent thinking, mathematical problem finding, and mathematical achievement based on the contents of them and the views of learning and problem solving, and designed survey research to examine these hypotheses. The subjects were 318 9th grade students from five junior high schools in Taipei county and Taipei city. The data- collection instruments included：(a) New Creativity Test; (b) Mathematical Problem Finding Test; (c) Basic Educational Indicator Tests of Mathematics. After utilizing frequency, cluster analysis, correlation analysis, ANOVA, and stepwise regression, the main results of this investigation are：(a) Students can find problems of all kinds of intellectual products and mathematics. Among them, problems of relations and problems to find were found most and problems of units and classes and problems to prove were found least ; (b) There are individual differences between mathematical problem finding styles; (c) The correlations between divergent thinking and mathematical problem finding are significantly positive; (d) Most of the correlations between divergent thinking and mathematical achievement are significantly positive; (e) The correlations between mathematical problem finding and mathematical achievement are significantly positive; (f) Students who can finds many high-level problems have higher mathematical achievement than those who can not; (g) Fluency of divergent thinking, mathematical achievement, and flexibility of divergent thinking can be used to predict the number of problems of mathematical problem finding effectively; (h) Fluency of divergent thinking, mathematical achievement, and flexibility of divergent thinking can be used to predict the rarity of problems of mathematical problem finding effectively; (i) Mathematical achievement and fluency of divergent thinking can be used to predict the quality of problems of mathematical problem finding effectively; (j) The quality of problems and the number of problems can be used to predict mathematical achievement effectively. Finally, the researcher brings up some suggestions on mathematical education and the future research.

本研究的目的為探討有關「學習者」本身之相關變項（學生的心理特質－自我概念、 學習目標，學習過程－學習技巧）與其學業成就之關係。並且經由對其間關係之探討 ，可以提供給心理與教育學家一些有關的資料，協助他們發展出一個可以指導學生學 習技巧、學習策略，並且兼顧學生自我概念發展的訓練課程，以增進學生學業成績之 進步。 本研究係以全省地區（包括台北市）的國民中學學生為研究對象，樣本的抽取乃分北 、中、南、東四區分別抽取，共計十八個學校1,800 學生。所用的研究工具計有「學 習目標量表」、「學習技巧量表」、「田納西自我概念量表」（心理自我之部分）等 三個量表。另外，以學生的智育成績為學業成就之代表。本研究所得資料之統計分析 方法是：(一)應用皮爾遜積差相關法，分析各研究變項彼此間之關係，(二)以變異數 分析探討各研究變項與學業成就之關係，(三)以多元逐步迴歸分析，找出可以聯合預 測個人學業成績最大部份的預測變項。 根據研究的結果，本研究的主要發現有： 一、學習技巧較佳的學生，其學業成就也較佳。 二、高學習導向的學生，其學業成就較低學習導向的學生為佳。 三、自我概念（心理自我）好的學生，其學業也就也較佳。 四、高學習導向的學生，其學習技巧也較佳。 五、自我概念（心理自我）、學習目標、學習技巧對學業成就有顯著的影響。 六、前段班的學生，其學習技巧優於後段班的學生。 基於以上的發現，本研究提出二項建議： 一、積極培養學生健全良好的自我概念。 二、設置學生技巧指導的課程，並且力強學生學習技巧及學習目標的輔導。

本研究旨在探討國中新移民子女父母親管教態度、人際關係及學業成就之相關情形，就研究結果加以統整，並據以歸納結論，最後提出建議，以供有關教育相關人員瞭解及改善現況或未來研究之參考。 本研究主要結論如下： 一、新移民子女的父親管教態度、母親管教態度在要求上，對於七年級子女有顯著差異。 二、新移民子女父母親教育程度程度為研究所與大學或大專，在父母親管教態度的反應上有顯著差異。 三、新移民子女家中經濟狀況良好及富裕，其父母管教態度在反應及要求上有顯著差異。 四、新移民子女的人際關係與同儕的互動、兄弟姐妹的互動，在性別部份有顯著差異。 五、新 移民子女的人際關係與父母的部份，在七年級部份有顯著差異。 六、新移民子女家中經濟狀況良好及富裕，其人際關係與父母部份有顯著差異。 七、新移民子女其學業成就在不同性別方面，國文及英文學習有顯著差異。 八、新移民子女其學業成就因家中子女人數不同，在八年級的英文學業成就有顯著差異。 九、新移民子女父親教育程度不同，在七年級的國文、英文、數學學業成就具顯著差異。 十、新移民子女家中經濟狀況不同在學業成就上具顯著差異。 十一、新移民子女父母管教態度對人際關係具有正向的預測作用。 十二、新移民子女父母管教態度在國文、英文、數學的學習具正向的有預測作用。 十三、新移民子女的人際關係在學業成就部份具正向的預測作用。 十四、新移民子女父母管教態度、人際關係對學業成就具正向的預測作用。 最後，本研究根據研究結果，提出各項建議，以為家長親職教育、學校教學與輔導、學校行政管理及未來研究提出建議。 關鍵字：新移民子女、父母管教態度、人際關係、學業成就 / The purpose of this research aims to study the correlations among parents discipline attitude, interpersonal relationships and academic achievement of foreign spouses’ children. This study adops the methods of literature review and questionnaire, aided with literature explore to collect information. I hope to provide references for the educational administration authorities. The conclusions obtained from this study are summarized as follows: 一、Foreign spouses’ children’s parents discipline on attitude require, have significant difference to the children of grade seventh. 二、Foreign spouses’ children’s parents' education degree is research institute and the university or junior college, there is significant difference of in parents discipline the response of the attitude. 三、Foreign spouses’ children have good rich economic situation, parents its discipline attitude in react and have difference of significant on requiring. 四、Interpersonal related to and the siblings of the same generation of foreign spouses children, there is difference of significant in the sex part. 五、Foreign spouses’ children interpersonal part related to and parents, there is difference of significant in the parts of grade seventh. 六、The economic situation is good and rich in the foreign spouses’ children's family, there is difference of significant between its interpersonal relationships and parents' part. 七、Study difference of significant in Chinese and English in different sex in eighth, their study achievements of foreign spouses’ children. 八、Their study achievement, children of foreign spouses’, children number different in house, have difference of significant in the English study achievement of grade eighth. 九、Foreign spouses’ children father's education degree is different, have difference of significant in Chinese, English, mathematics study achievement of grade seventh. 十、The economic situation has difference of significant differently on the study achievement in the foreign spouses’ children. 十一、Foreign spouses’ children parents discipline attitude have to interpersonal relationships to prediction function. 十二、Foreign spouses’ children parents discipline attitude have at Chinese, English, studies of mathematics to function of predicting. 十三、Foreign spouses’ children at study been new for interpersonal relationships of immigrant children achievement part have to prediction function. 十四、Foreign spouses’ children’s parents discipline attitude, interpersonal relationships have to study achievement to prediction function. Finally, this research proposes every suggestion according to the result of study, think parents home education, school education and guidance, school administration and research and propose the suggestion in the future. Key word: Foreign spouses’ children, parents discipline attitude, interpersonal relationships, academic achievement

本研究主要目的在探討高中生的睡眠型態與學業表現的關係，試圖分析睡眠時間量及睡眠的規律性與其課業表現以及睡眠相關現象(白天嗜睡程度及睡眠品質)的關係，並探討白天嗜睡及睡眠品質之中介效果及以日夜節律型態之調節效果。本研究以自填「青少年睡眠習慣問卷」，對台灣北區普通高中及綜合高中中學術學程的高中生進行調查，採群集抽樣的方式進行，共進行42個班級施測，發出1,650份問卷，取得有效問卷1,308份樣本分別以日夜節律型態類型及高低成就動機兩種分類方式進行分析，主要研究結果如下： 1.夜貓型高中生之週間週末規律性變項對於學業表現具有影響力。 2.白日型高中生之週間規律性變項對於學業表現具影響力。 3.以高低成就動機分組，兩組之睡眠型態變項對於學業影響力皆未達顯著性。 4.白天嗜睡及睡眠品質在兩種分類分析下，皆無中介效果。 本研究初步結果支持夜貓型高中生在維持週間週末某種程度睡眠規律性對於學業表現具有相當的影響性，而早晨型在週間內維持其規律性也是對於其學業表現是具有顯著影響性，也就是依其日夜節律型態在其睡眠型態維持自己生活作息的規律性，而不在時間點或睡眠量的多寡來作要求，也許對於正值課業壓力或生心理高度變化的青少年時期會是更合適的睡眠作息。 / The purposes of this study are to explore the relationship of the sleep pattern with academic performance, day time sleepiness and sleep quality in senior high school students. Data were collected by sleep pattern questionnaire of the adolescent. The participants included 1650 students form the 10th grade to 12th grade, recruited form senior high schools in Taipei. Using stratified cluster sampling method. There were 1308 of valid questionnaires obtained. The major results are as follow: (1) The variablity of the sleep-wake pattern between weekdays and weekends has significant influences on academic performace in the evening type students. (2) The variablity of the sleep-wake pattern during weekdays showed significant influences on academic performace in the morening type students. (3) In both the high and low achievement motivation groups, sleep pattern showed no significant associations with academic performance. (4) The mediation effect of daytime sleepiness and sleep quality were not proven in all the data analyses. In coclusion, the results indicate that in evening type students, maintaining regularity of sleep pattern between weekdays and weekends would be beneficial to their academic performance; and in the morning type students, keeping regular weekday sleep-wake schedules seem to be more important for better academic performance. Therefore, when considering the influences on academic performance, regularity of sleep seem to be more important than quantity of sleep in high schoolers.

本研究採用台灣教育長期追蹤資料庫(TEPS)的調查結果，對當前台灣地區國中生家庭教育資源組成結構進行次級資料分析，並探討家庭教育資源與學生學業表現之間的關連性。本研究目的在對家庭教育資源概念提出一探索性概念模型，並經由結構分析的方式，探討家庭教育資源的組成面向之內部結構組成。經由類型學的分析方法，本研究企圖區分出家庭教育資源弱勢與優勢的不同類型，並進行不同類型之間與學業表現的比較。結果發現家庭教育資源的弱勢類型與優勢類型彼此之間的在學業表現上的確存有明顯差異。因此分析結果也驗證了本研究所提出之模型架構與學業表現之間的關連性。 本研究將家庭教育資源區分為經濟性資源與非經濟性資源等二個理論面向，進一步將經濟性資源區分為顯性經濟資源與隱性經濟資源等二個次要面向；而非經濟性資源區分為家庭組成型態、家庭成員互動、家長教育參與、以及家長教育職業等四個次面向。本研究在方法論上採取近似性結構分析方法對各個不同次面向的組成結構進行資源結構近似性之分析。透過結構近似性分析本研究發現不同的家庭教育資源之內部組成結構的確存在某些近似性類型。同時研究探討不同家庭教育資源結構組成類型與學業表現之間的關連性，茲將研究發現摘要如下： 一、家庭居住安排的不同類型中，家長是否缺位為最重要的居住安排類型；且家長是否缺位與學業表現有明顯的關連性存在。同時家庭子女數太多對學業表現也有不利影響。 二、家庭成員互動與學業表現有密切的關係，尤其是家長採取的不同管教方式與學業表現有關；同時親子之間不同的衝突型式所代表的資源性意義並不相同。 三、家長不同的教育參與對子女學業表現影響有所不同，家長在家庭內的教育參與行為與子女的學業表現有關；家長對子女的教育期望與子女的學業表現有明顯的關連；而家長對學校活動的參與在本研究中並未發現與子女學業表現有明顯相關。 四、家長教育職業背景與子女學業表現有明顯關係，低教育職業背景對子女有不利的影響；而高教育職業背景與學業表現有正面關連性存在。 五、家庭經濟資源，不管是顯性或隱性資源，與學生學業表現有明顯關連性存在。家庭經濟情況較佳者，家庭投入較多的資源提供子女學習各種課外活動者對學業表現有較為正面向影響；而家庭經濟情況較差者與從未參加過任何課外學習活動者學業表現較差。 綜言之，本研究發現缺位型家庭、手足人數較多、家長採取較為忽略消極型的管教、親子之間發生外向性衝突、家長低教育職業背景、家庭經濟情況較差、以及家庭從未投入任何課外活動學習資源的學生為弱勢類型的學生；反之，完整型家庭、手足人數較少、家長採取較為積極關心管教、家長關心子女的學業及生活、家長教育職業背景較高、家庭經濟情況較佳、以及持續提供資源供給子女學習課外活動者為相對優勢的類型。同時，弱勢與優勢類型相較，前者明顯對學業表現有不利的影響。根據研究結論建議，相關的教育工作政策制定者及執行者，以及研究者應該投入更多的資源對家庭教育資源弱勢類型的學生進行補救及輔導，以達成社會正義的目標。 除了發現家庭教育資源與學業表現之間的關連性外，本研究在方法論上也突破先前研究對於資料測量層次造成的限制，嘗試經由近似性結構分析的方法，對類別性的資料進行類型學的分析，從而擴大了不同的資料分析方法及概念建構的可行性。 / This study analyzes the constitution structure of family educational resources of Taiwan arena Junior High School students and its connection with academic achievement of students. The secondary data is adapted from Taiwan Education Panel Survey (TEPS). The goal of this study is to propose an explorative conceptual framework of family educational resources, and investigate the internal constitution structure of its different constitutional dimensions. This study tries to distinguish the relative advantage and disadvantage types of family educational resources by typology method and make a comparison on academic achievement between these different types. The results show that there are significant differences between the advantage and disadvantage types on academic achievement. Accordingly, the results support our proposed model and its connection with academic achievement of students. This study divide family educational resources into two different theoretical dimensions: economic and non-economic resources and subdivide the economic resources into two sub-dimensions of apparent and unapparent resources; subdivide the non-economic resources into four sub-dimensions of family constitution structure, family member interaction, parents involvement, and parents’ education and occupation. The methodology of this study is to analyze the constitutional structures of these sub-dimensions by proximities structure analysis. The results show that there are similarities structure patterns within the constitutional structures of family educational resources. Meanwhile, the results show that there are connections between the different types of family educational resources and academic achievement. Author summarizes the findings as follows: 1. The different types of residential arrangements, the absence of parents is a very crucial type and is very obviously connection with academic achievement. The number of siblings is also crucial to academic achievement. 2. Family members’ interaction is crucial to academic achievement; especially the discipline styles of parents are influential to achievement of their children; meanwhile, the different conflict types of parents and children are very different resources meanings per se. 3. The different educational involvement behaviors are influential to children’s academic achievement, but it depends on the types of behaviors. Parents’ educational involvements within family are influential to children’s achievement; parents’ education expectations to their children are influential to their children; parents’ involvements with school are not found significant connections with academic achievement. 4. The education and occupation backgrounds of parents are found to be a very crucial factor to their children’s achievement, low level background is negative to achievement, and high level background is positive to achievement. 5. Family economic resources whichever apparent or unapparent are crucial to children’s achievement. Those who are richer and invest more resources on extraclass learning are found positive correlation with achievement; those who are poorer and never invest any resources on extraclass learning are found negative correlation with achievement. To summarize, our research found that those who are parent absence, the number of siblings are more than three, parent’s discipline style is negative and ignored, extrovertive conflict between parents and children, low level of parents’ education and occupation background, the poor and the family never invest any resources on extraclass learning are the disadvantage type; in contrast, those who are parent are not absence, the number of siblings are less than two, parent’s discipline style are positive and concerned, parents concern about children’s learning, high level of parents education and occupation background, the richer and invest more on extraclass learning are advantage type. The two different types of family educational resources are different on academic achievement. The performances on academic achievement of the advantages are better than the disadvantages. For the ultimate goal of social justices, results suggest that the educational policy makers, the teachers and researchers should invest more resources on the disadvantages. In additions, this study penetrates the limitations of data measurement level which distract earlier researchers. By proximities structures analysis method, we analyze the categorical data with typology methodology, and enlarge the landscape of secondary data analysis and possibilities of construction of conceptual frameworks.

本研究探討影響學生學業成就的學校、家庭、學生個人及背景因素，研究中以後設分析的方法計算出許多自變項的效應量大小。本研究的資料取自台灣教育長期追蹤資料庫（TEPS），包括2868名學生在2001年至2007年間接受的四波追蹤調查資料。研究結果發現，學校、家庭、學生個人及背景因素對學業成就之平均效應量具有顯著差異，其中以學生的「先前學業成就」具有最大的效應量，對綜合能力、數學能力及一般分析能力的效應量分別是2.39、1.45和1.90；其次為「背景因素」（效應量分別為.65、.53、.59）；再其次則為「家庭因素」及「學生投入」，但此兩者效應量小，且彼此間無顯著差異；而學校因素的平均效應量最小。最後，本研究針對研究結果提出多項教育實務的建議。 / The purpose of this study is to examine the longitudinal effects of school, family, student, and demographic factors on students’ academic achievement. A method of meta-analysis was used to estimate the magnitude of the effect size of various dependent variables. The data was obtained from Taiwan Education Panel Survey (TEPS). The members of the tracked panel of 2868 high school students were selected as samples for this present research. The tracked panel received four waves of questionnaires and standard tests from 2001 to 2007. The results of the present analysis shows significant differences between the mean effect sizes of the factors associated with academic achievement, and that students’ prior achievement had the largest effect size of 2.39, 1.45, and 1.90, respectively, based on the comprehensive ability score, the general analytic ability score, and the mathematic ability score. The demographic factor showed the second largest mean effect size (.65, .53, .59), larger than that of the family factor and students’ engagement, which both showed small effect without significant differences from each other. And the school factor showed the least mean effect size. In addition, it was found that the mean effect of all the variables based on the comprehensive ability score (.43) was significantly larger than that based on the general analytic ability score and on the mathematic ability score, specifically. Practical implications and suggestions are given in the present research after the general discussion of the research findings.