| 摘要: | 本研究以Bronfenbrenner (1979)的生態系統理論為基礎，探究臺灣地區學生幸福感（微系統）、感知教學實踐（中系統）與其素養表現關係，並將時間維度列入考慮，進行兩屆的國際學生能力評量計畫(Programme for International Student Assessment, PISA)資料分析。首先，進行經濟社會和文化地位 (Economic, Social, and Cultural Status, ESCS)弱勢學生的中介變項探究，本研究發現家庭ESCS透過教師支持、課堂氛圍、父母支持、喜愛該學科，可以影響科學和閱讀素養表現。其次，兩屆解釋力分析顯示：學術韌性學生往往是預期自己能完成大學以上教育、感知較佳課堂氛圍和較多的教師支持，同時也感受較多父母支持和較多競爭的弱勢ESCS學生。PISA 2018新增的項目：具有成長思維、比較害怕失敗也具顯著的解釋力。最後，進行學術韌性與學術非韌性學生之比較發現：學術 韌性學生在課堂氛圍、教師支持、父母支持、喜愛該學科皆呈現顯著高於非學術韌性學生。ESCS弱勢群體學生在2018年皆感受到較高的父母情感支持，較低的歸屬感。本研究依據研究結果提出建議與未來研究之參考。;Based on Bronfenbrenner’s (1979) Ecological Systems Theory, this study explored the relationship among Taiwanese students’ well-being (Microsystem), perceived teaching practice (Mesosystem) and their literacy performance. And taking the Chronosystem into account, the study also conducted cross-cycle comparisons of data from the Program for International Student Assessment (PISA) 2015 and 2018. First, the analysis of mediating variables on Economic, Social, and Cultural Status (ESCS) disadvantaged students suggested that there are mediated factors between family ESCS and both science and reading literacy performance through teacher support, disciplinary climate, parental support, and enjoy subjects, which has a partial mediating effect. Secondly, logistic regression analysis showed that: academic resilient students are often disadvantaged ESCS students who expect to complete university education, perceive better disciplinary climate and more teacher support, and also feel more parental support and more competition. Having a growth mindset and being more afraid of failure (newly added items in PISA 2018) also have significant explanatory power. Finally, conducting a comparison of academically resilient and academically non-resilient students found that academic resilient students have significantly higher performance than non-academic resilient students in disciplinary climate, teacher support, parental support, and enjoy subjects. All the ESCS disadvantaged students felt higher parental emotional support and lower sense of belonging in 2018. Based on the research results, this study puts forward suggestions and references for future research. |
