• 沒有找到結果。

!雪梅踹彌鸝妞,扭扭扭扭但一一

[Li,M. N. (2009). Anintroductionω graphicAMOS 6.0/ 7.0 and its uses inr,臼earch. Taip白,

Taiwan: Wu-Nan.]

李鴻章 (2006 )。原住民族群背景與教育期望關聯性之研究。薑東大學教育學報, 17 (2),33-58 。

[L間, H. C. (2006). Aboriginal students' education inspiration: The effects of demographic variables as well as parents' and teachers' expectations. NTTU Educational Research Journal,17(2),33-58.]

吳清山、林天祐 (2005 )。自我應驗預言。教育研究月刊, 134 ' 155 。

[Wu,C.鼠,& Lin,T.Y.(2005). Self-fulfilling prophecy. Journal ofEducation Research,134, 155.]

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。臺灣社會 學, 6 ' 119-175 。

[Wu, C. I., & Kit, L. M. (2003). Co-occurring depressive symptoms and delinquency in adolescents. Taiwanese Sociology,6,119-175.]

吳齊殷、黃鈺婷 (2010 )。青少年初期身心健康變化及其動態影響變因之討論。中華 心理衛生學刊, 23 (4) ,535-562 。

[Wu, C. I., & Huang,Y. T. (2010). The impact of dynamic factors on trajectories of early adolescent depressive symptom. Formosa Journal ofMe凹的IHealth,23(4),535-562.]

林俊瑩、黃毅志 (2006 )。社會網路與心理幸福因果關聯的方向性之探討:臺東師院 追蹤調查資料的貫時性分析 O 薑灣教育社會學研究, 6 (l) , 1-39 。

[Lin,C.玄, & Hwang,Y. 1. (2006). The study on the directionality of causal relationship between social network and psychological well-being: A longitudinal analysis of panel survey's data from National Taitung Teachers College. 知iwanJournal of Sociology of Education,6(1), 1-39.]

林俊瑩、黃毅志 (2008 )。影響臺灣地區學生學業成就的可能機制:結構方程模式的 探究。臺灣教育社會學研究, 8 (l) ,45-88 。

[Lin,C.玄, & Hwang,Y. 1. (2008). The possible mechanism influencing junior high school students' achievement in Taiwan: The exploration of s仕uctural equation modeling.

知iwanJournal ofSociology ofEducation,8(1),45-88.]

侯雅齡 (2009) 0 幼兒在動手做科學活動歷程之心流研究:以潛在成長模式進行分 析。特殊教育研究學刊, 34 (3) , 81-105 。

164

(當代教育研究〉季刊第十九卷第四期

革mUllt.j.j I· flI l ::r: ITI川﹒ml: mr.m;

[Rou,Y.L.(2009). A longitudinal study ofpreschool children's flow experience in hands-on science activities: The analysis of latent growth curve model. Bulletin of Special Education,34(3),81-105.]

秦夢群、吳勁甫 (2009) 0 國中校長轉型領導、學校組織健康與組織效能關係之研 究:中介效果模式之驗證。當代教育研究, 17 (3)' 83-124 。

[Chin, M. 1., & Wu, 1. F. (2009). Exploring the relationship among principal's transformational leadership, school health and school effectiveness: A test of the mediated-effects model. Contemporary Educational Research Quarter秒'. 17(3) ,的­

124.]

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- 53 ' 261-2960

[Chang,F. C. (2006). Explore the relations among the socioeconomic status,cultural capital, education aspiration, and academic achievement by structural equation modeling.

Psychological Testing,53,261-296.]

張主雲( 2008a) 。薑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 )學生資料[公共使用版電子檔卜臺北:中央研究 院調查研究專題中心【管理、釋出單位】。

[Chang, L. Y. (2008a). Taiwan education panel survey: Students' data "public release computer file" (Base year 2001, 2003, 2005, and 2007). Taipei, Taiwan: Center for Survey Research,Academia Sinica "Producer,distributor'\]

張主雲 (2008b) 。薑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[公共使用版電子檔卜臺北:中央 研究院調查研究專題中心【管理、釋出單位】。

[Chang, L. Y. (2008b). 日iwan education panel survey: Users' guide "public release

computer 戶Ie" (Base year 2001. 2003. 2005, and 2007). Taipei, Taiwan: Center for Survey Research,Academia Sinica

Producer,distributor".]

張春興(1 998) 0 現代1[;.理學。臺北:東華。

[Char嗨,c.X. (1998). Modernpsychology.Tai悶,Taiwan: Tung Rua.]

張毓仁、柯華葳、邱皓政、歐宗霖、溫褔星 (2011 )。教師閱讀教學行為與學生閱讀 態度和閱讀能力自我評價對於閱讀成就之跨層次影響:以PIRLS 2006為例。教育 科學研究期刊 -56 (2),的-105 。

陳俊瑋

165

[~~~恆噩噩歪勸阻'(6~.遍現圖置 u

_

會有才哼作ttl

。的

[Chang,Y.1.,Ko,H.w.,Chiou,H.1.,Ou, T. L.,&Wen, F.H. (2011). The cross-level effects of teachers' reading instruction, students' reading attitude, and self-assessment in reading proficiency on students' reading achievement: A multilevel study of PIRLS 2006. Journal ofResearch in Education Sciences,56(2),69-105.]

陳易甫 (2000) 0 父母教養行為與子女教育抱負之關聯性研究。東吳社會學報· 9 ' 31. 76 0

[Chen, Y. F. (2000). The study of the relationship of parenting behaviors and children 冶

educational aspirations. Soochow Journal ofSociology,9,31-76.]

陳俊瑋 (2010) 0 國中教師集體效能感、教師自我效能感及教師組織公民行為關聯之 研究:多層次中介效果之分析 o 當代教育研究,他 (2) ,29-69 。

[Chen, C.W. (2010). The relationship among collective teachereffica句,teacher self-efficacy andorganiz泌的nalcitizenship behavior among junior high school teachers: An analysis of multilevel mediation. ContemporaηIEducational ResearchQuarter秒~18(2),29-69.]

陳俊瑋、黃毅志 (2011 )。重探學科補習的階層化與效益 Wisconsin模型的延伸。教 育研究集刊· 57 ( 1), 10 卜 135 。

[Chen, C. w.,

&

Hwang,Y. 1. (2011). A re-exploration of stratification and efficacy in cram schooling: An extension of the Wisconsin model. Bulletin of Educational Research, 57(1), 101-135.]

陳順利(2 001) 0 原、漢青少年飲酒行為與學業成就之追蹤調查一一以臺東縣關山地 區為例 o 教育與心理研究 '24 '的-98 。

[Chen, S. L. (2001). A follow up survey study on factors causing differences between aborigine's and Han's secondary school students' drinking behavior and academic achievement: A example from the Qau-San area of Taitung county. Journal of Education&Psychology,24,67-98.]

干里炳林 (2006 )。主觀能力與逃避策略之關係。師大學報:教育類, 51 (2)' 25-43 0 [Cherng, B. L. (2006). Students' perception of subjective competence and their use of

avoidance strategies. Journal ofTai...仰 Normal Universi 砂﹒ Education , 51(2),25-43.]

黃芳玫、吳齊殷 (2010 )。臺灣國中學生個人特質、家庭背景與學業成績一-i皂蹤調 查資料之研究 o 經濟論文叢刊 '38 (1)'肘 -97 0

[Huang, F. M., & Wu, C. I. (2010). Individual characteristics, family backgrounds, and educational outcomes of Taiwanese junior high school students-panel data analysis.

166

<當代教育研究〉季刊第十九卷第四期 柯i1ni"if;T亦~眾兩司1~1:~這唸再三三海制你

Taiwan Economic Review,38(1),65-97.]

黃芳銘、楊金寶、訐褔生 (2005 )。在學青少年生活痛苦指標發展之研究。師大學 報:教育類, 50 (2) ,97-119 0

[Hwang,F. M.,Yang,K. B., & Hsu,F. S. (2005). Development of an at-school adolescent

“everyday misery" index.Journal of Taiwan Normal University: Education,50(2), 97-119.]

黃報志( 1998) 。教育階層、教育擴充與經濟發展。國立毆治大學社會學報, 28 '

25-55 。

[Hwang,Y.J. (1998). Educational strata,educational expansion,and economic development The NCCU Journal ofSociology,28,25-55.]

黃毅志、巫有錯 (2011 )。明星國中,是橋樑,還是彩虹?以臺東縣國二生檢證 Coleman的論點。臺灣教育社會學研究 '11 (1)' 41-75 0

[Hwang,Y.J., & Wu,Y.1.(2011). Is the prestigious junior high school a bridge or a rainbow?

Testing Coleman's theory among eighth graders in Taitung. 日iwan Journal of Sociology ofEducation,11(1),41-75.]

黃毅志、陳俊瑋 (2008 )。學科補習、成績表現與升學結果一一以學測成績與上公立 大學為例。教育研究集刊,54 (1) , 117-149 。

[Hwang,Y. J.,& Chen, C.W. (2008). Academic cram schooling,academic performance,and opportunity of entering public universities. Bulletin of Educational Research, 54(1),

117喃 149.]

楊志堅、劉心筠、楊志強 (2004 )。縱貫研究以潛在成長模式分析之樣本數與檢定力 研究。教育與心理研究, 27 ' 603-626 。

[Yang, C.仁, Liu, H. 玄, & Yang, C. C. (2004). Sample size requirements of using latent growth models in longitudinal study.Journal ofEducation&Psychology,27,603-626.]

楊孟麗、譚康榮、黃敏雄 (2003 )。薑灣教育長期追蹤資料庫心理計量報告:TEPS

2001 分析能力測驗。 2011 年 9 月 17 日,取自 http://www.teps.sinica.edu.tw/

description/TestingReport2004-2-10.pdf

[Yang,M. L.,Tam, T., & Hwang,M. S. (2003). The psychology scale report: The analysis test of TEPS 2001. Retrieved September 17, 2011 ,企omhttp://www.teps.sinica.edu.tw/

description/TestingReport2004-2-10.pdf]

楊肅棟 (2001 )。學校、教師、家長與學生特質對原漢學業成就的影響一一以臺東縣

陳俊瑰

§穹黨黨都j勵圖盡ij悶f罐車直闖勘

167

國小為例。薑灣教育社會學研究, 1 (l)' 209-247 。

[Yang,D. (2001). The effects of schools,teachers,parents,and students' characteristics on students' academic achievement: The case of Taitung county. Taiwan Journal of Sociology ofEducation,1(1),209-247.]

劉正 (2006 )。補習在臺灣的變遷、效能與階層化。教育研究集刊 '52 (4)' 1-33 。 [Liu, J. (2006). The transition, effica句, and stratification of cram schooling in Taiwan.

Bulletin ofEducational Research,52(4),1-33.]

蔡明昌(1997)。國小應屆畢業生教育抱負之相關因素探討。教育研究資訊, 5 (5) ,

99-113 。

[Ts缸, M. C. (1997). A study on related factors of educational aspiration of this year's graduates in elementary school.Educational Research&Information,5(5),99-113.]

蕭佳純、董旭英、黃宗顯 (2009 )。少于化現象對國小教育發展之影響及其因應對 策。薑中教育大學學輯:教育類, 23 (l ),25-47 。

[Hsiao, C. c., Tung,Y.玄, & Hwang, T. H. (2009). The proper strategies for influences of few-generating on the development of elementary school education. Journal ofNational Taichung University: Education,23(1),25-47.]

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 (l) ,97-130 。

[Wei,C.且,& Hwang, Y.J. (2011). A longitudinal study on the sequence of cause and effect between academic achievement and mental health using data from the TEPS. Formosa Journal ofMentalHeal的, 24(1), 97-130.]

Alexander,K. L.,&Eckland, B.K. (1975). Contextual effects in the high school attainment process. American Sociological Review,40,402-416.

Bentler, P. M. (1982). Confirmatory factor analysis via non-iterative estimation: A fast inexpensive method. Journal ofMarketing Research,19,417-424.

Bentler,P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107,238-246.

Bentler,P. M.,& Bonett,D. G (1980). Significance tests and goodness-of-fit in the analysis of covariance structures. Psychological Bulletin,88,588-606.

Blau,P. M門& Duncan,O. D. (1967). The American occupation structure. New York: John Wiley& Sons.

168

(當代教育研究〉季刊第十九卷第四期 柯:川T~I·H叫:r:n叫川成【“川軍,控股三會發 ι

Brown,S.c., Mason, C. A.,Perrino, T.,Hirama, L.,Verd司a,R.,Spokane, A. R.et al.(2009).

Longitudinal relationships between neighboring behavior and depressive symptoms in Hispanic older adults in Miami,Florida. Journal of CommunityPsychology, 刃, 6 時,

634.

Buchmann,仁, & Dalton,B. (2002). Interpersonal influences and educational aspirations in 12 countri 的: The importance of institutional context. Sociology of Education, 75,99 122.

Bui,K. (2007). Educational expectations and academic achievement among middle and high school students.Education,127,328-331.

Campbell,R. T.(1983). Status attainment research: End ofthe beginning or beginning ofthe end?Sociology ofEducation,56,47-62.

Caprara,o.紋,Fida,R.,Vecchione,M.,Bove, 0. D.,Vecchio, 0. M.,Barbaranelli, C. et al.

(2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement.Journal ofEducational Psychology,

100,525-534.

Cohen, 1. (1988). Statistical power ana~阿拉 for the behavioral scienc臼. Hillsdale, NJ:

Lawrence Erlbaum Associates.

Cohen,J. (1992). A power primer.Psychological Bulletin,112,155-159.

Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological

Meth。他 1 , 16-29.

Fraine, B. D., Damme, 1.紋, & Onghena, P. (2007). A longitudinal analysis of gender difference in academic self-concept and language achievement: A multivariate multilevellatent growth approach.Contemporary Educational Psychology,32,132-150.

Hauser,R. M.,Ts缸, S. L., & Sewell,W. H. (1983). A model of social stratification with response error in social and psychology variables.Sociology ofEducation, 蹈, 20-46.

Ha抖, R. 缸,Marshall, 0. M.,Wang,E.Y. I.,& Sherbourne, C. D. (1994). Four-year cross-lagged associations between physical and mental health in the medical outcomes study.

Journal ofConsulting and Clinical Psychology,62, 44 卜449.

Hoelter, 1. W. (1983). The analysis of covariance structures: Goodness-of-fit indices.

Sociological Methods and Research,11,325-344.

陳俊瑋 線叫:

W防 169

聽罷嘲懿j個單駐幽屬醫軍11• • • • • •

Hu, L.宜, & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance analysis:

Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal,6,1-55.

Kha仕ab, N. (2003). Explaining educational aspirations of minority students: The role of social capital andsωdents'perceptions. Social Psychology ofEducat酬,6,283-302.

Khattab,N. (2005). The effect of high school context and interpersonal factors on students' educational expectations: A multi-level model. Social Psychology of Education,8, 19-40.

Kline, R. B. (2011). Mean structures and latent growth models. In R. B. Kline (Ed.),

Pr的ciples and practice ofstructural 句 uation modeling (pp. 299-326). New York:

Guilford.

Liu, K. 鼠, Cheng,Y Y,Chen,Y L.,&\\旬,Y Y (2009). Longitudinal effects of educational expectations and achievement attributions on adolescents' academic achievements.

Adolescence,44,911-924.

Marsh, H. w., Gerlach, E., Trautwein, U., Ludtke, 0., & Brettschneider, W. (2007).

Longitudinal study of preadolescent sport self-concept and performance: Reciprocal effects and causal ordering. Child Development,78,1640-1656.

Mason,W.A. (2001). Self-esteem and delinquency revisited (again): A test of Kaplan 's self-derogation theory of delinquency using latent growth curvemodeli月﹒ Journalof 】outh

and Adolescence,30,83-102.

McDonald,R. P.,& Marsh,H. M. (1990). Choosing a multivariate model: Noncen甘alityand goodness-of-fit.Psychological Bulletin,107,247-255.

Salami,S. O. (2008). Role ofpersonali句, vocational interests, academic achievement and socio-cultural factors in educational aspirations of secondary school adolescents in southwestern Nigeria. Career developmentInternational, 刀, 630-647.

Segin缸, R., & Vermul泣, A. (2002). Family environment, educational aspirations, and academic achievement in two cultural settings. Journal of Cross-Cultural Psychology, 33,540-558.

Sewell, W. H., Haller, A. 0., & Ohlendorf, G. W. (1970). The educational and early occupational status attainment process: Replication and revision. American Sociological Review, 35,1014-1027.

170

{當代教育研究〉季刊第十九卷第四期

~~叫叫什 lr:Tir.'l 1 川i 叫“研討it

Sewell, W. H., Haller, A. 0.,& Portes, A. (1969). The educational and early occupational attainment process.American Sociological Review,34,82-92.

Sewell, W. 且, & Hauser, R. M. (1980). The Wisconsin longitudinal study of social and psychological factors in aspirations and achievements. In A. C. Kerckhoff (Ed.), Research in sociology of education and socialization (Vol. 1,pp. 59-101). Greenwich, CT:JAI.

Sewell,W.旺,& Hauser, R.M. (1993).A review ofthe附sconsinlongitudinalstu砂 ofsocial

andpsychological戶ctors in aspirations and achievements 1960-1992. Madison, WI:

University ofWisconsin.

Wickrama, K. A. S.,Lorenz,F. 0.,& Conger, R. D. (1997a). Marital quality and physical illness: A latent growth curve analysis.Journal of Marriage and the Fami鈔; 59, 143-155.

Wickrama,K.A. S.,Lorenz,F.0.,& Conger, R.D.(1997b). Parental support and adolescent physical health status: A latent growth-curve analysis. Journal of Health and Social

Behavio月 38, 149司 163.

Willett,J. 且,& Sayer, A. G. (1994). Using covariance structure analysis to detect correlates and predictors of individual change over time.Psychological Bulletin,116,363-381.

Wilson, K. L., & Port郎, A. (1975). The educational attainment process: Results from a national sample. The American Journal ofSociology, 肘, 343-363.

Wu, C. (2007). The interlocking trajectories between negative parenting practices and adolescent depressive symptoms.Current Sociology,55,579-597.

且色

陳俊 Ell

171

Jl\![~:~~r~闊的齡圖君iJi帽階且因扭動

附錄

.15*** 13* 叫

..

。 I ff- 29*** 27*** 05 年 53*** .,

教育抱負 告。3 年 Z 教育抱負 07 年

教育抱負 教育抱負

v 30*** & 20***

14*** 4

., e I

., e3

., e5

.42*** 。 19*** 13*** 07**

"I e2 ... e6

.... e4

.10***

'

06*** 。 05***

'

.... v

。3 年 3 。5 年 。7 年

。 1 年

3 學習成就 i

3 學習成就

學習成就 75*** .56*** 很習成此 .53***

..

.. .32***

。 28* 叫

附固 l 學生教育抱負與學習成就 CLPM 標準化係數估計 泣: I 包含遺漏值樣本 (n=2,868) 。

2.l

(8,n

=

2,868)

=

57.216; NFl

=

.996

;盯I =

.980 ; IF1

=

.996 ; CFI

=

.996 ; RMSEA=.046 : CN = 1 ,007 。

**p<.01 ***p<.001

172

(當代教育研究〉季刊第十九卷第四期

相關文件