{"title":"影响国中经济弱势学生之学业表现与中辍倾向之因素:「脉络-自我-行动-结果」之动机发展自我系统模式为取向","authors":"龔心怡, 李靜儀","doi":"10.6209/JORIES.2015.60(4).03","DOIUrl":null,"url":null,"abstract":"This study examined the self-system model of motivational development (SSMMD) in the “context-self-action-result” process by using 2011-2013 data from the Taiwan Database of Children and Youth in Poverty. The SSMMD suggests that contextual, self-system, and school engagement factors influence academic achievement and dropping out of school and considers the directional effects among these factors. Utilizing structural equation modeling, 1,673 economically disadvantaged students participated in the longitudinal study. The results revealed that (1) social context, self-perception, school engagement, and academic achievement were antecedents of dropping out; (2) students’ self-factor was a mediator between family interaction and academic engagement, specifically with regard to educational expectation; (3) teacher-student interaction predicted students’ self-efficacy directly, which in turn predicted students’ academic engagement indirectly; (4) students’ educational expectations predicted academic engagement directly and academic achievement indirectly; and (5) the greater the students’ academic engagement, the higher their academic achievement. Students’ academic engagement and academic achievement in 2011 were associated with a decreased likelihood of dropping out in 2013. The implications of these findings are discussed from the perspective of cultivating economically disadvantaged students’ learning.","PeriodicalId":43604,"journal":{"name":"Journal of Research in Education Sciences","volume":"17 1","pages":"55-92"},"PeriodicalIF":0.5000,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"影響國中經濟弱勢學生之學業表現與中輟傾向之因素:「脈絡-自我-行動-結果」之動機發展自我系統模式為取向\",\"authors\":\"龔心怡, 李靜儀\",\"doi\":\"10.6209/JORIES.2015.60(4).03\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study examined the self-system model of motivational development (SSMMD) in the “context-self-action-result” process by using 2011-2013 data from the Taiwan Database of Children and Youth in Poverty. The SSMMD suggests that contextual, self-system, and school engagement factors influence academic achievement and dropping out of school and considers the directional effects among these factors. Utilizing structural equation modeling, 1,673 economically disadvantaged students participated in the longitudinal study. The results revealed that (1) social context, self-perception, school engagement, and academic achievement were antecedents of dropping out; (2) students’ self-factor was a mediator between family interaction and academic engagement, specifically with regard to educational expectation; (3) teacher-student interaction predicted students’ self-efficacy directly, which in turn predicted students’ academic engagement indirectly; (4) students’ educational expectations predicted academic engagement directly and academic achievement indirectly; and (5) the greater the students’ academic engagement, the higher their academic achievement. Students’ academic engagement and academic achievement in 2011 were associated with a decreased likelihood of dropping out in 2013. The implications of these findings are discussed from the perspective of cultivating economically disadvantaged students’ learning.\",\"PeriodicalId\":43604,\"journal\":{\"name\":\"Journal of Research in Education Sciences\",\"volume\":\"17 1\",\"pages\":\"55-92\"},\"PeriodicalIF\":0.5000,\"publicationDate\":\"2015-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Education Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.6209/JORIES.2015.60(4).03\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Education Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6209/JORIES.2015.60(4).03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
This study examined the self-system model of motivational development (SSMMD) in the “context-self-action-result” process by using 2011-2013 data from the Taiwan Database of Children and Youth in Poverty. The SSMMD suggests that contextual, self-system, and school engagement factors influence academic achievement and dropping out of school and considers the directional effects among these factors. Utilizing structural equation modeling, 1,673 economically disadvantaged students participated in the longitudinal study. The results revealed that (1) social context, self-perception, school engagement, and academic achievement were antecedents of dropping out; (2) students’ self-factor was a mediator between family interaction and academic engagement, specifically with regard to educational expectation; (3) teacher-student interaction predicted students’ self-efficacy directly, which in turn predicted students’ academic engagement indirectly; (4) students’ educational expectations predicted academic engagement directly and academic achievement indirectly; and (5) the greater the students’ academic engagement, the higher their academic achievement. Students’ academic engagement and academic achievement in 2011 were associated with a decreased likelihood of dropping out in 2013. The implications of these findings are discussed from the perspective of cultivating economically disadvantaged students’ learning.
期刊介绍:
Journal of Research in Education Sciences is published by National Taiwan Normal University. The mission of this Journal is to publish original research papers in the domain of education (principles of instruction, learning, and assessment; educational administration and strategy; learning courses ; science and technology education). All papers that present educational concepts and results of research and development obtained through empirical research methods, such as methods of quantitative research, qualitative research, or a combination of both, are solicited by this journal.