本研究主要透過回溯方式探究幼兒弱勢因素、家庭社經、學前經驗、家長參與對幼兒就學準備度之影響；另，探究就學準備度對日後學習成就之影響及就學準備度對日後學習成就預測之重要領域能力，並比較弱勢及非弱勢幼兒之差異。
本研究透過問卷調查法，以弱勢幼兒為主要探究對象，以立意取樣方式選取南投縣草屯鎮及信義鄉352位三年級學童樣本回收率為71%。將教育弱勢幼兒定義為：偏遠地區、原住民、新移民子女及中低收入戶，樣本中弱勢學童占60.8%。研究工具分為三部分：(一)學童一、二及三年級學業成績，其中一年級學業成績採計五科作為就學準備度五領域之替代指標；二年級及三年級上學期成績則作為幼兒日後學習成就短及長期之替代指標。(二)兒童自評之生活適應問卷作為長期學習成就之另一替代指標。(三)透過自編之幼兒背景問卷、幼兒及小學時期家長問卷了解幼兒之基本資料及家長參與情形。本研究所使用的統計方法包含：描述性統計、交叉表分析、卡方分析、Pearson相關分析、T檢定、單因子變異數分析、線性迴歸及多元階層迴歸分析。
研究主要結論如下：(一) 弱勢因素對幼兒就學準備度有顯著之負項影響其影響可延伸至小學三年級。(二) 曾就讀幼兒園、就讀私立幼兒園對幼兒就學準備度及其日後學習成就有顯著正向影響，其影響可延伸至三年級。(三) 家庭社經、家長參與對幼兒就學準備度及其日後學習成就有顯著正向影響。(四) 就學準備度及學前因素為影響就學準備度之主要因素；弱勢因素及就學準備度為影響幼兒就學準備度及幼兒日後學習成就之主要因素。(五)弱勢幼兒就學準備度對日後短期及長期學習成就之預測力，較非弱勢幼兒高。(六) 弱勢幼兒就學準備度之數學及語文領域能力，能有效預測其日後二年級及三年級上學期之整體學業表現。(七) 非弱勢幼兒之幼兒就學準備度數學及語文領域能有效預測其二年級上學期之整體學業表現。 / The main purpose of this study is trying to figure out how disadvantaged factors, family Social Status, preschool experience and parental involvement will affect children’s school readiness and their later achievement. And try to find the connection between school readiness and later achievement, looking for the important school readiness area that can predict later achievement. Also try to compare the difference of above answers between disadvantaged and advantaged children’s. Ex-post-factor research and questionnaires investigate are used.
Using purposive sampling, choosing Sinyi and Caotun 2 township of Nantou County, 352 3rd grade student are involved, and Effective response rate is 71%.There are 60.8%of sample are educational disadvantaged student. 3 main research tools are used：1. 1st grade’s academic score of 5 subject are using as the substitutes of school readiness performance;2nd grade’s academic score of all subject as substitutes of short-turn later achievement; 3nd grade’s academic score of all subject as substitutes of long-turn later achievement. 2. A children answered life adaptation questionnaire as another substitutes of long-turn later achievement.3. Using a self-edited student background and 2 parental involvement questionnaires. Data were analyzed by descriptive analysis, Crosstabs, Chi-square test, Pearson’s product-moment correlation, Spearman's rank correlation, t-test, linear regression, and multiple hierarchical regression analysis.
The main finding of the study：
1. Disadvantaged factors have negative effects toward children’s school readiness and their later achievement.
2. Having the experience of preschool and going to private preschools have positive effects toward children’s school readiness and their later achievement.
3. Family social status and parental involvement have positive effects toward children’s school readiness and their later achievement.
4. Disadvantaged and preschool factors can and strongly predict children’s school readiness; disadvantaged factors and school readiness can strongly predict children’s later achievements.
5. School readiness can effectively predicts short and long-turn later achievements, and the effect is more significant on disadvantaged children.
6. Disadvantaged children’s school readiness of math and reading can strongly predict their short and long-turn later achievements.
7. Advantaged children’s school readiness math and reading can strongly predict their short-turn later achievements.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0099157003 |
| Creators | 賴涵婷, Lai, Han Ting |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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