ഏխᖂسᓰᄐᇖய࣠հ൶ಘ
Ԣޱ
*ኴʳ ʳ
ᇖڇਢԫଡᡓՕऱขᄐΔᖑڶᐖՕऱؑΔ֠ࠡਢ२Լڣऱඒޏհ৵Δ റᙄ֒ᖂऱ֮ᇖఄլ྇֘ᏺΔۖຍࠡխףᇖऱਢڇᖂऱխ՛ᖂ سΖመװኙ࣍ᇖய࣠ऱઌᣂઔߒ֮ᏅൄߠΔ܀ਢኙ࣍ᖂسףᓰᄐᇖழ ᑇڍኒࡉᖂ।ຍࠟଡ᧢ႈհၴΔਢܡԫڴᒵᣂএऱઌᣂە᧭ΔঞઌᅝΖ ء֮ࠌشխ؇ઔߒೃࢬ༼ࠎऱψፕඒߛ९ཚಳ᠋ᇷறωΔಾኙഏխԫڣ్ऱᖂ سᑌءΔ༉ᇖழᑇڍኒኙᖂ।ऱᐙ࿓৫ၞ۩อૠ։࣫Ζઔߒ࣠࿇Δ լᓵਢڇ൳ࠫᖂسऱહན᧢ႈհছࢨਢհ৵Δᓰᄐᇖழᑇࡉᖂ।հၴ݁ܧ ڴᒵᣂএΔ᧩ྥᇖኙ࣍ᖂऱᐙڶᢰᎾயشᎠ྇ऱႨΔ֠ࠡਢڇޢၜᇖ ழᑇ၌መ 12 ՛ழאՂழΔᖂسऱᖂ।ၲࡨנՀᄶွΖ֮ີ່৵༉ᇠઔ ߒ࣠ףא։࣫ಘᓵΔࠀኙᖂس୮९ࡉآࠐઔߒ༼נ৬ᤜΖᣂဲΚᓰᄐᇖΕഏխᖂسΕᖂ।Εፕඒߛ९ཚಳ᠋ᇷற
* ഏمዄতഏᎾՕᖂֺለඒߛᖂߓ೫ඒ
ഏխᖂسᓰᄐᇖய࣠հ൶ಘ
Ԣޱ
Εፃᓵ
ᇖڇਢԫଡᡓՕऱขᄐΔᖑڶᐖՕऱؑΔ֠ࠡਢ່२Լڣࠐऱඒߛ ޏΔץਔ৬ዌڤᑇᖂΕഏխഗྒྷࡉխᖂઝ౨Ժྒྷ᧭ΕԫጼڍءΕڣԫᓰ ࿓ਙኔਜհ৵Δറᙄ֒ᖂऱ֮ᇖఄ֘ۖޓᘋฐΖᖕඒߛຝऱอૠΔ اഏԶԼնڣ٤ഏڶ 2,600 ڍ୮ᇖఄΔࠩاഏԼڣբᆖᏺף 14,000 ڍ ୮Ζറ॰ᙄ֒ᖂऱ֮ᇖఄΔޓൕ 900 ڍ୮ݶຒᏺף 6,500 ڍ୮Ιۖຍ ࠡխףᇖऱኙွਢڇᖂऱխ՛ᖂسΰ്ᙘؖΔ2005αΖլ୲ܡᎁऱΔᇖ բᆖګݺഏխ՛ᖂسૹऱڻ్֮֏հԫΖࠃኔՂΔᇖਢषᄎխԫଡ ৰཏሙऱွΔڇൎՕऱ֒ᖂᚘԺՀΔ୮९ലՖಬࠩᇖఄΔאޣࠡڇᖂ ᄐګᜎՂऱၞޡΰᗝᖠୠΔ1997αΖ ࠉᖕݺഏᇖඒߛऄรԿයኙ࣍ᇖඒߛऱࡳᆠΔψᇖඒߛ։ഏاᇖ ඒߛΕၞଥᇖඒߛ֗ཚᇖඒߛԿጟωΔݺଚԫࢬᎅऱᇖఄܛជ᥆࣍ ཚᇖඒߛΔຍࠡխԾץਔᓰᄐᇖࡉթᢌֱ૿ऱᇖΔء֮ࢬಘᓵऱএ אᓰᄐᇖૻΖᝑࠩᓰᄐᇖΔԫᜤუࠩऱਢףᇖఄऱඒᖂࢨᓤᓰ࿓Δ ܀ൕᖂઔߒऱᨠរࠐΔᓰᄐᇖೈԱףᇖఄऱᓰ࿓հ؆ΔٍႊץਔߏԳ ୮ඒΔ۟ᝫᚨץਔᖂீࢬ༼ࠎऱᓰ৵ᖂᄐ᎖ᖄΖਢאء֮ኙ࣍ᓰᄐᇖऱࡳᆠ ঁץਔԱףீփ؆ᓰᄐ᎖ᖄΕᇖࡉ୮ඒΔאՀലլ٦᠇૪Ζ ڇᖂீإᓰ࿓հ৵ऱᠰ؆ᓰᄐᇖߒຶਢܡڶய࣠Δຍԫംᠲऱூլ܀ ᖂس֗ࠡ୮९ᄎڇრΔᖂீࡉඒஃᄎᣂ֨Δ༉ᖂઔߒऱᨠរࠐᎅΔՈਢԫଡଖ ൶ಘऱംᠲΖൕᖂسऱمࠐᎅΔᇖૉਢڶய࣠ΔչᏖ၄ຍࠄழၴΛ ൕ୮९ऱمࠐᎅΔຍ௫ࠩਢܡଖक़ຍԫ८ᙒऱംᠲΖൕᖂீࡉඒஃऱᨠ រࠐᎅΔຍ௫ࠩᖂீऱ֒ᖂΕ۟࣍ਢᖂீய౨ऱംᠲΖೈԱ֟ᑇऱࠏ؆ΰᤝ ڕݥڶΔ1999αΔءՒऱኔᐛࢤઔߒΰߠՀ֮αՕຟ᧩قΔᇖࡉᖂᄐ ګᜎࢨඒߛ࠷(educational attainment)հၴࠠڶإઌᣂΔࢨृᎅΔᇖኙ࣍ᐖᆠऱඒߛګ༉ࠠڶإٻऱΕอૠՂऱ᧩ထᐙԺΖ܀ਢء֮܂ृՈ༼נᔆጊΔਢ ܡᇖழᑇ။ڍΔኙ࣍༼֒ᖂسऱᖂᄐګᜎᚥܗՈ။ՕࡋΛངᇩᎅΔຍࠟଡ᧢ ႈհၴਢܡܧऴᒵઌᣂࡋΛኙ࣍ຍᑌऱᔆጊΔመװऱኔᐛࢤઔߒࠀڶ༼ࠎࠠ ᧯ऱூΔ۟آམრᢝࠩຍԫംᠲऱژڇΖڶᦸ࣍ڼΔء֮ᚵಾኙഏխᖂسᓰ ᄐᇖऱய࣠ຍԫംᠲΔࠌشխ؇ઔߒೃࢬ༼ࠎऱψඒߛ९ཚಳ᠋ᇷறω ΰTaiwan Education Panel Study, ១ጠ TEPSαรԫंഏխԫڣ్ᖂسऱᇷறΰ് ẺႆΔ2003a, 2003bαΔຘመอૠ൳ࠫၞ۩ၦ֏ऱኔᐛࢤઔߒΖ
၁Ε֮൶ಘ
ᓰᄐᇖڇਢཏሙژڇऱွΔ२ڣࠐኙᇖய࣠հኔᐛࢤઔߒٍլ֟ ΰࠏڕੋݦটΔ2004Ι୪堚՞Ε႓ᑞݳΔ1996ΙጽΔ2002Ιຫࢣ壃Δ2004Ι ຫࢣ壃Εᔤ㈪ߊΔ2000ΙຫႁဉΔ2004Ι႓ຳဉΔ2002ΙᄘᐝભΔ2002ΙᢅාΔ 2003αΖլመΔຍࠄܫڇઔߒૠՂࢨڍࢨ֟ຟژڇထԫࠄംᠲΖଈ٣Δڶࠄ ઔߒऱᑌء᥆࣍ࢤऱᇷறΔᜰࠏࠐᎅΔᄘᐝભΰ2002αࡉጽΰ2002αऱ ᑌءૻ࣍ՕקچΙ႓ຳဉΰ2002αऱᑌءࠐ۞࣍ࣟؑ֗ؑΙຫႁဉ ΰ2004αऱᑌءࠐ۞࣍ႂؑΙੋݦট ΰ2004αऱᑌءૻ࣍ࣟᗼΔڕڼ۞ྥ ࠌઔߒᓵڇංᓵՂ࠹ࠩૻࠫΖ ࠡڻΔڶࠄઔߒऱᑌءᑇೣ܅Δאીอૠە᧭ԺլጐუΔࠏڕ႓ຳဉΰ2002α ऱᑌءᑇ 75 ټᖂ࿙Ιᄘᐝભΰ2002αऱᑌءᑇ 252 ټഏԿᖂسΙጽΰ2002α ऱᑌءᑇ 378 ټഏԿᖂسΖ รԿΔڶऱઔߒឈྥڶՂ૪ऱംᠲΔ܀ਢኙ࣍ψᇖωຍԫ۞᧢ႈऱΔ থਢওૻ࣍ψڶྤᇖωऱԲ։᧢ႈΙࢨਢലᇖ։ீփᓰᄐ᎖ᖄΕீ؆ᇖ Εᆤᓮ୮ඒԿᣊΔޢԫᣊ݁אڶྤऱԲ։᧢ႈࠐΔݙ٤ڶᇖመऱ։ 0ΔԿႈຟףऱ։ 3Δאڼ܂ψᇖωڍኒऱྒྷၦਐᑑΖආشຍᑌֱڤ ࠐऱઔߒܫࢨᓵ֮ץਔ୪堚՞ࡉ႓ᑞݳΰ1996αΕຫࢣ壃ࡉᔤ㈪ߊΰ2000αΕ ᢅාΰ2003αΖء֮܂ृᎁຍᑌऱ᧢ႈֱڤΔࠀլݔᅝΔڂຍጟֱ ڤەᐞࠩऱਢᇖڇψጟᣊωՂऱڍኒΔۖլਢటإᇖழᑇऱڍኒΖᜰࠏࠐᎅΔ ظᖂسԫࡌԮ֚ຟڶף۟֟ࠟ՛ழאՂऱீ؆ᇖΔהऱᇖຍԫ۞᧢ႈૠ ጩ 1ΔԬᖂسףԫ֚ԫ՛ழீփᓰᄐ᎖ᖄΔਣཚքᓮ୮ඒՂᓰࠟ՛ழΔԬᖂسऱటإᇖழᑇ᧩ྥ܅࣍ظᖂسΔ܀Ԭᖂسऱᇖຍԫ۞᧢ႈথૠጩ 2Ζ ១ۖߢհΔຍᑌऱ᧢ႈֱڤΔྤऄటإ۷ૠףᇖழၴऱ९ኙ࣍ᖂய ࣠ऱᐙΖ۟࣍ຫࢣ壃ΰ2004:182αऱᓵ֮խΔঞਢאഏխԿڣऱழၴ㠪Δψչ Ꮦழଢףመீ؆ᖂઝᇖࢨᓮ୮ඒωᇖຍԫ᧢ႈڍኒऱਐᑑΔԿڣຟ ڶףऱ 0Δ່ऱ 3Ζء֮ᎁΔຍᑌऱֱڤਢאψڣωۯΔࠀ ྤऄటإ壄ᒔ༳༽ᖂسףᓰ৵ᇖऱழᑇΖ รΔޓૹऱਢΔՂ૪ऱઔߒᝫ࢙ฃൾԫଡംᠲΔ߷ঁਢᇖऱழᑇ९ ਢܡࡉᖂ।ܧऴᒵࢨਢڴᒵઌᣂऱംᠲΖڕ࣠ࡳᇖऱழᑇࡉᖂ। հၴܧऱਢऴᒵإઌᣂΔ߷Ꮦঁਢࡳᇖழᑇ။ڍΔᖂګᜎᄎ။ړΖྥۖΔ ޢଡԳԫ֚ڶ 24 ՛ழΔຍਢࡐࡳऱΙൕᖂ֨ᖂऱᨠរࠐᎅΰᓮە ്ਞ ᘋΔ1996:230-239αΔᖂհ৵ؘႊڶԫऱழၴףאާᖸΔթ౨ജܮگࠀ փ֏ګױאᚨشऱवᢝΖᇖऱழၴ။ڍΔٖஒऱழၴ။֟Δާᖸࡉփ֏ࢬᖂ ࠩऱवᢝऱழၴঁ။֟Ζڂڼٽऱංᓵᚨᇠਢૉ၄֜ڍऱழၴԫऴڇᇖΔ ᇖऱய࣠ᚨᇠᄎܧᢰᎾயشᎠ྇ऱႨΙመ৫ऱΕ९ழၴऱᇖױ౨ᨃᖂس ၄መڍ᧯ԺΕขسଐ৹Δ۟ኙᓰᄐࡉᖂנ֘ტΔࠌᇖנ૿ऱய ࣠ΖངᇩᎅΔᇖழᑇऱڍኒࡉᖂ।ຍࠟଡ᧢ႈၴٽऱᣂএᚨᇠਢڴᒵ ઌᣂΔۖլਢऴᒵઌᣂΖ
Εઔߒֱऄፖૠ
ԫΕઔߒ
ൕছ૿ऱඖ૪ױאवΔء֮ऱઔߒૹរڶԲΔଈ٣൶ಘᇖழᑇࡉ ᖂ।ࠟृհၴਢܡڴᒵᣂএΙࠡڻᛀྒྷᇖழᑇऱڍኒኙ࣍ᖂسᖂ। ऱᐙΖຍࠟଡઔߒૹរՈإਢء֮ऱઔߒࢬڇΔࠠ᧯ۖߢΔൕรԫଡઔ ߒૹរسۖࠐऱઔߒψᇖழᑇࡉᖂ।հၴژڇထڴᒵઌᣂऱᣂ এωΙൕรԲଡઔߒૹរسۖࠐऱઔߒױא១چ૪ᐊψᇖழᑇऱڍ ኒኙ࣍ᖂسᖂ।ڶᐙωΖྥۖΔڕ࣠รԫଡઔߒංΔรԲଡઔߒ ঁᚨᇠޏګψᖂسऱᇖழᑇ။ڍΔᖂ।။ړωऱೡە᧭Δڂছ ૿ࢬ֧شڶᣂᇖய࣠ऱઌᣂઔߒ֮᧩قΔᇖࡉᖂ।հၴژڇထإઌ ᣂΖ܀ਢΔڕ࣠รԫଡઔߒګمऱᇩΔ༉լ٦ਢೡە᧭ऱംᠲԱΖԲΕ൳ࠫ᧢ႈ
ط࣍ءઔߒუە᧭ऱਢᇖழᑇऱڍኒኙ࣍ᖂسᖂ।ऱᐙΔۖլ ਢᛀྒྷຍࠟृհၴऱሿ్ઌᣂ(zero-order correlation)ΔڂڼΔኙ࣍ٵழᄎᐙᖂ سᇖழᑇڍኒࡉᖂ।ऱહན᧢ႈঁᚨຘመอૠऱֱऄףא൳ࠫΔՈ༉ਢ ඈೈહན᧢ႈኙ࣍ࠉ᧢ႈऱᐙ(ᓮە Glass & Hopkins, 1984:130-2)Ζڇڃࡉ ូઌᣂ֮հ৵Δᄎٵழᐙᖂسᇖא֗ᖂګ༉ऱૹહན᧢ႈױאᤍ٨ ڕՀΚ 1. ୮அषᆖچۯ ୮அषᆖچۯΰץਔ׀ئऱඒߛ࿓৫֗୮அگԵαყΔ။ڶ౨ԺኙࠡՖ ༼ࠎٺጟඒߛᇷᄭΔאᚥܗՖऱᖂΔၞۖڶܓ࣍Ֆऱඒߛګ༉Δࢬ౨༼ࠎ ऱඒߛᇷᄭࠡխᅝྥץਔᓰ৵ᇖऱᖲᄎڇփΰݥڶΔ1999Ι୪堚՞Ε႓ᑞݳΔ 1996Ιຫࢣ壃Δ2004:224-5Ιຫࢣ壃Εᔤ㈪ߊΔ2000ΙᗩΔ2003ΙStevenson & Baker, 1992αΖ 2. ගᆢ אऱගᆢࠐ։ᣊΔઔߒ᧩قᎸতԳΕড়୮ԳΕ؆ઊԳࡉ۰اऱᖂ ᄐګ༉լٵΔࢬ༼ࠎՖऱඒߛᇷᄭՈլٵΰຫࢣ壃Εᔤ㈪ߊΔ2000αΖܑ ਢೣچऱ۰اΔլ܀ᆖᛎऱ౨ԺΔࡺ۰ऱچՈڶᇖఄΙ٦ृΔ ۰اՖऱᖂᄐګ༉ڇՕගᆢխՈ९ཚ࣍٭ႨऱچۯΰݥڶΔ1999αΖ ڂڼΔගᆢຍԫ᧢ႈঁႊףא൳ࠫΖ 3. ৄၢچ ڇط࣍ৄၢऱ၏Δඒߛᖲᄎऱ։ࠀլֆؓΔᇖఄຏൄۯ࣍ຟؑࡉ ৄچΔ֠ࠡਢፋႃ࣍༓ଡૹऱՕຟؑ㠪ΙۖၢՀچঞܡΔܑਢڇೣ ऱၢՀچΔ۟ءބլࠩᇖఄऱ᠋ᐙΖࠡڻΔຟؑچऱᖂسࠠڶֺለ ऱ୮அषᆖچۯΔ୮९լ܀ڶֺለڍऱತԺ༼ࠎࠡՖᓰ৵ᇖऱᖲᄎΔՈֺለ ૹီՖऱඒߛΖڇຍᑌऱൣउհՀΔৰ۞ྥऱΔ່৵ܧנࠐऱ࣠ঁਢڇຟ ؑ֏࿓৫լٵچऱᖂسΔࠡᇖᖲᄎࡉᖂᄐګ༉ঁڶฆΰᓮە ୪堚՞Ε ႓ᑞݳΔ1996Ι്ᄓΕ႓ᑞݳΔ1999αΖڂڼΔৄၢچΰՈ༉ਢຟؑ֏࿓৫α ຍԫ᧢ႈঁՈᚨףא൳ࠫΖ
ԿΕᇷறࠐᄭ
ء֮ࢬ։࣫ऱᇷறਢψፕඒߛ९ཚಳ᠋ᇷறωխรԫं(2001)ֆ٥ࠌش ठऱഏխᖂسࡉ୮९ᇷறሽᚾΰ്ẺႆΔ2003aαΔڶᣂᇷறऱگႃࡉઌᣂᎅࣔ ױە്Ẻႆΰ2003bαऱܫΔᖂسࡉ୮९ം࠴ঞױ։ܑߠ്Ẻႆΰ2003cα ࡉ്Ẻႆΰ2003dαΖආشຍԫطץਔխ؇ઔߒೃΕඒߛຝࡉഏઝᄎڇփऱਙࢌຝ ॰ࢬᙄऱඒߛᓳઔߒᇷறΔࠠڶՀ٨༓ଡᚌរΚ 1. ଫፕچऱৄၢ։Δᨃࢬࢼ࠷ऱᑌءࠠڶ٤ഏז।ࢤΰ്ẺႆΔ 2003b:8αΔᖂسᑌءᑇૉآᆖףᦞΔ᜔٥ 13,867 ԳΔࠀਢറඒߛઔ ߒۖૠࡉگႃऱᇷறΖ 2. ᖂس୮९ം࠴ᇷறჄ৵Δᝫڶԫሐᓳᓫࠃ৵ဳऱ֫ᥛΔאᒔঅᇷ றऱإᒔࢤΰ്ẺႆΔ2003b:5-6αΔຍਢԫඒߛઔߒආشᓳઔߒऄழΔ ࢬᙄऄࠩऱΖ 3. ছ૿ࢬڃऱ༓ଡආش٤ഏࢤᑌءᇷறࢬ࿇।ऱઔߒܫΔࠏڕ୪堚՞ࡉ႓ ᑞݳΰ1996αΕຫࢣ壃ࡉᔤ㈪ߊΰ2000αΕᢅාΰ2003αΔࠡᇷறኙ࣍ᇖ ։ڶྤףΔڶޓၞԫޡऱംࠩףᓰ৵ᇖऱழᑇΔ܀ਢءᇷற ঞڶ༼ࠎຍԫ᧢ႈΔڂڼ౨ജಾኙء֮ࢬ൶ಘऱઔߒംᠲၞ۩อૠە ᧭Ζ
Ε᧢ႈྒྷၦ
1. ࠉ᧢ႈЁᖂ।ءઔߒऱࠉ᧢ႈਢආش TEPS խψጵٽ։࣫౨Ժωྒྷ᧭ऱ IRT(Item Response Theory)։ᑇΔഗءՂΔTEPS ऱጵٽ։࣫౨Ժྒྷ᧭ץਔאՀࠟଡૹऱរΖଈ ٣Δڇྒྷၦঞֱ૿Δᖞଡ౨Ժྒྷ᧭ਢྒྷᇢᖂسຘመ։࣫Εංࠐᇞެംᠲऱ ψ౨ԺωΔۖॺױאહऱψवᢝωΖࠡڻΔڇྒྷၦփ୲ऱૠՂΔਢאڍጟᠲ ޗװေၦᖂسጵٽ։࣫ऱ౨ԺΔຍࠄྒྷၦᠲޗץਔԫංΕઝᖂΕᑇᖂࡉ֮ ΰ്ẺႆΔ2003b:4-5αΖ១ۖߢհΔᇠྒྷ᧭ਢྒྷၦᖂسᇞެംᠲऱ౨ԺΔࠀլ ਢԫଡᖂઝګ༉ྒྷ᧭Ζ ڇอૠऱኔᎾᖙ܂ՂΔءઔߒࢬࠌشऱࠉ᧢ႈਢ V1.0 ठΰՈ༉ਢֺለ៱ऱठ ءαຍԫᇷறऱψall3pωΔ۟࣍ࠡ،ऱ۞᧢ႈࢨਢ൳ࠫ᧢ႈঞਢආش V2.0 ठऱ ᇷறΖ່ऱڂਢءઔߒृڇᇷறऱመ࿓խ࿇ΔV2.0 ठऱψw1all3pω ΰઌᅝ࣍៱ठءᇷறऱ all3pαܧլ֜༈ൄऱ։ীኪΔլૉ V1.0 ठऱψall3pω ຍԫ᧢ႈࢬܧऱൄኪ։Ιۖࠉ᧢ႈฤٽൄኪ։ԯਢ᧢ฆᑇ։࣫(ANOVA)
א֗ڍցಱូ։࣫(multiple regression analysis)ऱૹছ༼ΰHinkle, Wiersma, & Jurs, 1988:346; Glass & Hopkins, 1984:141αΖᆖመࡉኔᎾຂ৬ᆜᇠᇷறऱխ ؇ઔߒೃܗઔߒᄘᣝՖՓΰߏԳຏಛΔ2005αᜤᢀհ৵Δءઔߒृ൷ࠡ৬ ᤜΔආش V1.0 ठऱψall3pωຍԫ᧢ႈΖ 2. ۞᧢ႈ ءઔߒऱு֨۞᧢ႈਢψᖂسףீփ؆ᓰᄐ᎖ᖄΕᇖࢨ୮ඒऱழᑇω(១ ጠᇖழᑇΔڇᇷறխऱזᇆ w1s108a)Δנ۞ഏխᖂسം࠴խऱร 1-8 ᠲΔ ᠲؾऱ֮Κ ψؾছ܃ޢਣཚ᜔٥क़ڍ֟ழၴףீփ؆ᓰᄐ᎖ᖄΕᇖࢨ୮ඒΛω (1) ຟڶף (2) լࠩ 4 ՛ழ (3) 4 ࠩ 8 ՛ழ(լܶ 8 ՛ழ) (4) 8 ࠩ 12 ՛ழ(լܶ 12 ՛ழ) (5) 12 ՛ழאՂ ൕᠲؾխױא࿇Δڃऱᙇႈխਢא՛ழԫଡ్၏Δڂڼױאጩਢ ၏᧢ႈΖ܀ᣤࠐᎅΔڼ᧢ႈࠀլਢᖂسףᓰᄐᇖऱψழᑇωΔۖਢࠉᇖ ழᑇط֟ࠩڍ։ऱψิܑωΖ 3. ൳ࠫ᧢ႈ ءઔߒࠌشऱ൳ࠫ᧢ႈץਔ୮அषᆖچۯΕගᆢࡉৄၢچΰՈ༉ਢຟؑ֏ ࿓৫αΔຍࠄຟਢᣂ࣍ᖂسऱહན᧢ႈΔլ܀ࡉᖂسऱᇖழᑇڶઌᣂΔՈࡉᖂ سऱᖂګ༉ڶઌᣂΔڂڼႊףא൳ࠫΔթ౨ڇඈೈࠡեឫհ৵Δ۷ૠு֨۞ ᧢ႈኙࠉ᧢ႈऱᐙ࿓৫(ᓮە Cohen & Cohen, 1983:120-3)ΖאՀ༉ຍࠄ൳ࠫ᧢ ႈڇᇷறխऱזᇆࡉࠐᄭףאඖ૪Ζ ୮ அ ष ᆖ چ ۯ ։ ܑ ڶ ᖂ س ऱ ׀ ᘣ ඒ ߛ ࿓ ৫ (w1faedu) Ε ئ ᘣ ඒ ߛ ࿓ ৫ (w1moedu)Εࡉ୮அऱޢ᜔ִگԵ(w1p515)Կଡ᧢ႈΖගᆢ(w1faethn)ঞਢࠉᖕᖂ سऱల׀ਢୌ㠪Գ܂։ᣊऱࠉᖕΔගᆢᣊܑץਔءઊᎸতԳΕءઊড়୮ԳΕՕ ຬٺઊؑΕ۰اࡉࠡהΔط࣍ຍԫ᧢ႈਢ᥆࣍ᣊܑ᧢ႈΔڂڼอૠխאဠᚵ᧢ ႈࠐΖຍࠄᠲؾຟਢࠐ۞ഏխ୮९ᇷறΖ ۟࣍ৄၢچঞਢࠐ۞ഏխᖂسᇷறऱψৄၢچ։ᐋܑω(w1urban3)ຍ ԫ᧢ႈΔ1 ז।ၢޘΔ2 ז।ৄΔ3 ז।ຟؑΔࢬאՈױאᎅຍԫ᧢ႈਢז।ᖂ
سࢬࡺ۰چऱຟؑ֏࿓৫1Ζ
նΕอૠֱऄ
ءઔߒլ܀൶ಘᇖழᑇࡉᖂ।ࠟृհၴਢܡڴᒵᣂএΔۖՈ ᛀྒྷᇖழᑇऱڍኒኙ࣍ᖂسᖂ।ऱᐙΔڂڼڇอૠֱऄՂΔಾኙรԫଡ ઔߒലࠌشڂ᧢ฆᑇ։࣫(one-way ANOVA)Δܑਢᨠኘլٵᇖழ ᑇऱิܑΔڇࠉ᧢ႈՂऱؓ݁ᑇ։ቹݮΖಾኙรԲଡઔߒലࠌشڍցಱូ ։࣫Δאᨠኘ൳ࠫહན᧢ႈ৵Δᇖழᑇኙ࣍ᖂ।ऱᐙΖ ڼ؆Δءઔߒࢬᣂ֨ऱࠀॺ༴૪อૠΔਚኙ࣍᧢ႈࠀآףᦞΖ؆Δط ࣍ψගᆢωຍԫ᧢ႈቤូψࠡהω(N=144)ࡉψآჄω(N=858)ृլڇ֟ᑇΔ ψࠡהωࡉψآჄωߒຶᚨᇠ᥆࣍߷ԫଡගᆢΔࠀլࣔᒔΔ܀ਢڕ࣠ԫ৳ലհ ٨Եߓอᙊዥଖঞᄎໜ؈ᇠଡூհࠡ،ױشᇷಛΔԱᝩ܍ڼԫᖌΔڂڼΔء ઔߒڇဠᚵ֏ऱመ࿓խΔലڼԲृٽ٨ࠡהΔࠀኙᅃิΔאࡉᎸতΕড় ୮Ε؆ઊԳࡉ۰اຍଡගᆢኙᅃհشΖᆥΕઔߒ࣠ፖಘᓵ
ॣޡऱ൶ࢤᇷற։࣫᧩قΔ୮அऱषᆖچۯ။ΔഏխᖂسᇖऱழᑇՈ ။ڍΔ֠ࠡਢൕޢִ୮அگԵऱᨠរࠐΔޓਢڕڼΖ۟࣍׀ᘣࡉئᘣऱඒߛ࿓ ৫ֱ૿ΔՕીۖߢΔ׀ئऱඒߛ࿓৫။ृΔࠡՖᇖऱழᑇՈ။ڍΙ܀Ֆ ᇖழᑇ່ڍृঞਢᆵڇψറઝΕݾᖂೃࢨઝݾՕᖂωຍԫᐋ్ΔࠩԱ׀ئᘣ ऱඒߛ࿓৫ψԫՕᖂωࡉψઔߒࢬωຍԫၸழΔঞՖऱᇖழᑇ֘ۖڶ Հ૾ऱႨΖ ڇৄၢ၏ֱ૿Δ။ຟؑ֏چऱᖂسΔᇖऱழᑇঞ။ڍΖ۟࣍ڇගᆢֱ ૿ΔঞאՕຬٺઊؑԳ່ΔءઊᎸতԳࡺڻΔ٦ࠐءઊড়୮ԳΔ൷ထࠡ הΔ່܅۰اΖط࣍ຍࠄ༴૪อૠࠀլਢءઔߒऱૹរΔႛڇڼฃףඖ૪Δ אס᧩ຍԫᇷறࢬᛧڶᣂᇖऱહན᧢ႈհᓳ࣠Δࡉመװऱઌᣂઔߒ ᓵՕીՂਢԫીऱΖ1 ᓵՂۖߢΔຍԫ᧢ႈء᥆ᣊܑ᧢ႈΔਚᚨאဠᚵ᧢ႈࠐΖ܀ਢૉൕຟؑ֏࿓৫ऱᨠរࠐΔ ঞױאီڻݧ᧢ႈΙڼ؆Δᆖመॣޡऱ൶ࢤઔߒ࿇Δຍԫ᧢ႈլᓵਢࡉᇖழᑇࢨਢࡉᖂ سऱᖂᄐګ༉ຟܧऴᒵإઌᣂΔڂڼঁঅఎࠐऱᒳᒘ(coding)Δۖլףאဠᚵ֏Ζ
ԫΕᇖழᑇࡉᖂ।ਢܡڴᒵᣂএ
൷ՀࠐਢಾኙรԫଡЁψᇖழᑇࡉᖂ।ࠟृհၴਢܡڴᒵᣂএω Ёऱઔߒ࣠Ζ। 1 ܧऱਢٺิլٵᇖழᑇᖂسڇᖂ।Ղऱؓ݁ᑇࡉᑑ ᄷ༴૪อૠၦᑇΙቹ 1 ܧऱਢਊᅃ। 1 ऱᑇᖕΔലլٵᇖழᑇᖂسڇᖂ ।Ղऱؓ݁ᑇࢬᢄנऱڴᒵቹΖຍࠄᑇᖕࡉቹݮ堚ᄑऱ᧩قΔڇآ൳ࠫٚ۶ ᧢ႈհছΔᇖழᑇࡉᖂ।հၴԯਢԫڴᒵᣂএΖڂ᧢ฆᑇ։࣫࣠᧩ قΔٺิհၴऱฆሒ᧩ထֽᄷΰF=179.38, df=4, өІ.001αΙࠃ৵ֺለٍ᧩قΔ ٚ۶ઌᔣࠟิհၴऱฆ۟֟݁ሒอૠՂөІ.01 ऱ᧩ထֽᄷΖ । 1ʳ լٵᇖழᑇิܑᖂسऱؓ݁ᖂ। ᇖழᑇΰิܑα ᑌءᑇ all3pؓ݁ᑇ ᑑᄷ 1. ຟڶף 3,895 -.267 .976 2. լࠩ4՛ழ 3,539 -.077 .934 3. 4ࠩ8՛ழ(լܶ8՛ழ) 3,472 .198 .873 4. 8ࠩ12՛ழ(լܶ12՛ழ) 1,793 .292 .906 5. 12՛ழאՂ 1,168 .156 .906 ᜔ʳ ʳ ʳ ʳ ૠ 13,867 .006 .949ˈˁʳ˄˅՛ழאՂ ˇˁʳˋࠩ˄˅՛ழʻլܶ ˄˅՛ழʼ ˆˁʳˇࠩˋ՛ழʻլܶˋ ՛ழʼ ˅ˁʳլࠩˇ՛ழ ˄ˁʳຟڶף ޢਣཚףᓰ؆᎖ᖄʿᇖࢨ୮ඒऱழၴ ˃ˁˆ˃ ˃ˁ˅˃ ˃ˁ˄˃ ˃ˁ˃˃ ˀ˃ˁ˄˃ ˀ˃ˁ˅˃ ˀ˃ˁˆ˃ ؓ ݁ ᖂ । ʻ˴ ˿˿ˆ ̃ ʼ ቹ 1ʳ լٵᇖழᑇᖂسऱᖂ।ؓ݁ᑇڴᒵቹ
ԲΕᇖழᑇڍኒኙ࣍ᖂ।ऱᐙ
Ղ૪ TEPS ऱኔᐛࢤᇷற᧩قΔᇖழᑇࡉᖂ।հၴڴᒵᣂএΔڂڼΔ ኙ࣍รԲଡઔߒЁψᇖழᑇڍኒኙ࣍ᖂسᖂ।ऱᐙωΔঁլ٦ਢψᖂ سऱᇖழᑇ။ڍΔᖂ।။ړωຍᑌೡە᧭ऱംᠲΖ۟࣍ڃψᇖழ ᑇڍኒኙ࣍ᖂسᖂ।ऱᐙωຍԫംᠲऱٵழΔݺଚՈംΔຍᑌऱڴᒵᣂ এਢܡᄎڂലᖂسહན᧢ႈףא൳ࠫհ৵Δۖڶࢬޏ᧢ΛฅຶΔڕ࣠ݺଚڶ ലਝᄎᐙᖂسᇖழᑇΕՈᄎᐙᖂسᖂ।ऱહན᧢ႈףא൳ࠫऱᇩΔঁ ྤऄඈೈψᇖኙ࣍ᖂ।ऱᐙΔኔᎾՂԯਢط࣍ຍࠄહན᧢ႈࢬທګऱ ࣠ωऱױ౨ࢤΔՈ༉ਢྤऄඈೈ᧢ႈ(confounding variable)ࢬທګऱய࣠(ᓮ ە Cohen & Cohen, 1983:96-7, 120-3)Ζڕছࢬ૪Δء֮ࠌشڍցಱូ։࣫ऱֱऄΔലહན᧢ႈףאอૠ൳ࠫΔ٦ᨠ ኘᇖழᑇኙ࣍ᖂ।ਢܡսྥࠠڶอૠՂऱ᧩ထᐙΖط࣍ᇖழᑇࡉᖂ
।հၴਢԲڻֱऱڴᒵᣂএΔڂڼڇಱូֱ࿓ڤխঁႊᏺףԫଡԲڻֱႈΖ । 2 ऱᑓীԫ᧩قऱਢહན᧢ႈࡸآ൳ࠫհছΔᇖழᑇኙ࣍ᖂ।ऱᐙ࿓ ৫ΔՈ༉ਢಱូএᑇΰץਔԫڻֱࡉԲڻֱႈαΙᑓীԲঞਢڇᑓীԫհ؆Δ٦ף Ղહན᧢ႈΔۖݺଚటإᣂ֨ऱਢΔڇᑓীԲխΔᅝ൳ࠫԱહན᧢ႈ৵Δᇖழ ᑇਢܡսྥኙᖂ।ࠠڶ᧩ထऱᐙԺΔࠀᨠኘছ૪ऱڴᒵᣂএਢܡսྥژ ڇΖ । 2 ᇖழᑇࡉહན᧢ႈኙᖂ।ᐙऱಱូ։࣫ ۞᧢ႈ ᑓীԫ B(beta) ᑓীԲ B(beta) ᇖழᑇ(ԫڻֱ) .437(.579)*** .275(.366)*** ᇖழᑇ(Բڻֱ) -.052(-.390)*** -.032(-.246)*** ׀ᘣඒߛ࿓৫ .154(.175)*** ئᘣඒߛ࿓৫ .165(.160)*** ୮அִگԵ .082(.089)*** ءઊᎸতԳ .449(.213)*** ءઊড়୮Գ .369(.126)*** Օຬٺઊؑ .405(.136)*** ۰ا -.144(-.027) † ৄၢچ(ຟؑ֏) .121(.079)*** ൄᑇ ᑌءᑇ R 2 -.678 13,867 .047 -1.951 12,380 .216 †<.10, ***p<.001 । 2 խᑓীԲऱᑇᖕ᧩قΔڇ൳ࠫࠡ،હན᧢ႈհ৵ΔᇖழᑇऱԲڻֱႈ սྥਢሒࠩอૠՂऱ᧩ထֽᄷΔངߢհΔᇖழᑇࡉᖂய࣠ऱڴᒵᣂএսྥਢ ژڇऱΔࠀڶڂףԵࠡ،હན᧢ႈۖ؈Ζᖕ। 2 ऱڍցಱូ։࣫ᇷறΔ ڇ൳ࠫࠡ،હན᧢ႈհ৵Δ༉ᇖழᑇኙ࣍ᖂسᖂ।ऱቃྒྷଖ2ױאᖞڕ । 3 ࡉቹ 2Ζຍࠟଡቹ।Ո᧩قΔᆵڇริΔࠩԱรնঞנՀᄶऱွΖ
2 ૠጩऱֆڤ =b 1ͪᇖழᑇิܑ
+
b2ͪ
ᇖழᑇิܑ2Δࠡխ b1=.275Δb2=-.032ΖᜰࠏࠐᎅΔᇖ ழᑇ ˇ ࠩ ˋ ՛ழʻլܶ ˋ ՛ழʼਢรԿิΔຍԫิऱૠጩʳ ˃ˁ˅ˊˈʽˆˀˁ˃ˆ˅ʽˌː˃ˁˈˆˊΖᓮە Cohen & Cohen (1983:225)ΖڂڼΔ༉ TEPS ຍԫଡᇷறࢬ༼ࠎऱഏխԫڣ్ᖂسᑌءࠐᎅΔᇖழᑇࡉᖂ ।ຍࠟଡ᧢ႈհၴܧڴᒵઌᣂΔਢױאᒔمऱΖ । 3ʳ ൳ࠫહན᧢ႈ৵Δኙ࣍լٵᇖழᑇิܑᖂسᖂ।ऱቃྒྷଖ ᇖழᑇΰิܑα all3pቃྒྷଖ 1. ຟڶף .243 2. լࠩ4՛ழ .422 3. 4ࠩ8՛ழ(լܶ8՛ழ) .537 4. 8ࠩ12՛ழ(լܶ12՛ழ) .588 5. 12՛ழאՂ .575 ቹ 2ʳ ൳ࠫહན᧢ႈ৵Δլٵᇖழᑇᖂسऱᖂ।ቃྒྷڴᒵቹ
ԿΕ։࣫ࡉಘᓵ
ছ૪ऱઔߒ࣠Δױא։ګՀ٨༓រࠐףא։࣫ࡉಘᓵΖ ଈ٣Δءઔߒࠀլਢᇢቹංאছઌᣂઔߒ֮ऱᓵΔٍܛᇖኙ࣍ ᖂ।ࠠڶԫࡳ࿓৫ऱܗ墿Ζൕء֮ऱቹ।ᇷறՈױאנΔլᓵਢڇ൳ࠫࠡ ،ઌᣂહན᧢ႈհছࢨਢհ৵Δڶᇖऱᖂسઌለ࣍ࠡהڶᇖऱٺิᖂسΔ ᖂؓ݁।ຟਢ່܅ऱΖء֮հڱڇ࣍ਐנຍࠟଡ᧢ႈհၴࠠڶऱڴᒵᣂ এΙڕ࣠ڶࣹრࠩຍᑌऱڴᒵᣂএΔۖຕᎁڼԲृऴᒵઌᣂΔܓشԫڻֱऴ ᒵಱូऱ۷ૠᇖழᑇኙ࣍ᖂ।ऱᐙΔലᄎሔ֘ಱូऱอૠഗء ࡳΔՈലᄎᙑ۷ᇖழᑇኙ࣍ᖂ।ऱᐙ࿓৫Ζ ࠡڻΔ༉ء֮ࢬ൶ಘऱு֨ംᠲࠐᎅΔTEPS ऱኔᐛᇷற᧩قΔഏխᖂس ᇖழᑇࡉᖂ।ࠟृհၴ᧩ྥਢԫڴᒵᣂএΔۖຍଡڴᒵᣂএլᓵڇ൳ ࠫᖂسહན᧢ႈհছࢨਢհ৵ຟژڇΖ༉ء֮ऱᠲؾࠐᎅΔᇠኔᐛᇷறٍ᧩قΔ ഏխᖂسףᓰᄐᇖਢڶய࣠ऱΙޓ壄ᒔچᚨᇠਢᎅΔᔞ৫ऱᇖڶܗ࣍༼֒ ᖂسऱᖂ।Δ܀መ৫ऱᇖঞஎᄎࢵી֘ய࣠Ζ۟࣍۶ᘯᔞ৫Δאءઔߒࢬ ࠌشऱᇷறᨠհΔ່ᆵڇ ψ8 ࠩ 12 ՛ழ(լܶ 12 ՛ழ)ωຍԫิΔۖլᓵ ڇ൳ࠫહན᧢ႈհছࢨਢհ৵ຟਢڕڼΖ܀ᢰᎾயشለऱਢᆵڇ່ॣऱ 8 ଡ՛ ழΔྥ৵ၲࡨנᢰᎾயشᎠ྇ऱൣݮΔᅝᇖழᑇޢࡌ၌መ 12 ՛ழאՂழΔᖂ ।֘ۖՀᄶΖ۟࣍ᇖऱய࣠ଖ(effect size)ΔڂຍਢԫଡڴᒵᣂএΔٺิ ࠀլԫીΔࢬאլ౨ԫᄗۖᓵΖૉਢֺለψຟڶףωࡉψ8 ࠩ 12 ՛ழ(լܶ 12 ՛ழ)ωຍࠟิऱฆΔࠡய࣠ଖ.3633Δࠉᅃ Cohen (1977, cited from Scheerens, 1992:71)ऱ։ᣊΔ᥆࣍ೣ܅࿓৫ऱய࣠ଖΖ รԿΔڕՂࢬ૪Δࠉᅃء֮ऱઔߒ࿇Δឈྥᇖኙ࣍ᖂ।ऱய࣠ଖࠀ լՕΔ܀ڼࢬᘯऱᖂ।Δࠡᖙ܂ࢤࡳᆠਢਐ TEPS Ղࢬྒྷၦऱጵٽᖂ౨ ԺΔഗءՂΔխ؇ઔߒೃຍԫଡ౨Ժྒྷ᧭ऱૠਢݦඨࡉᖂீᓰ࿓ๅራΰᄘᣝΕ ᢟൈዊΕ႓ඕႂΔ2003:9αΔՈ༉ਢլ࠹ࠩᖂீᓰ࿓ፖඒᖂऱᐙΖڇຍᑌऱ ૠ࢚հՀΔݺଚڶطઌॾΔ،ᚨᇠਢࡉᇖऱயֺ࣠ለڶऴ൷ઌᣂΖངߢ հΔء֮ኙ࣍ᇖய࣠ऱ۷ૠΔৰڶױ౨ਢೣ܅ऱΔฅຶڇΔഏխᖂسᓰᄐ ᇖऱထૹរਢಾኙഗءᖂԺྒྷ᧭Ζڕ࣠ڇءઔߒխΔݺଚࢬආشऱࠉ᧢ႈ ਢᖂسڇഏխഗྒྷࢬᛧऱګᜎΔ߷Ꮦᇖኙ࣍ᖂ।ऱᐙய࣠ଖৰױ౨ᄎለΖ༉ຍԫរۖߢΔຍࠄᖂسᑌءૉ౨ຑࠩஃՕ֨ፖඒߛྒྷ᧭ઔߒ࿇୶խ ֨ऱഏԿᖂسഗྒྷګᜎᇷறΔאຍࠄᖂسऱഗྒྷګᜎࠉ᧢ႈΔຍᑌऱอૠ ։࣫࣠լ܀ࠠڶᖂՂऱಘᓵᏝଖΔՈױאࡉء֮ऱઔߒ࣠܂ٌՐֺኙΖ รΔء֮อૠᇷற᧩قΔຍࠟଡ᧢ႈհၴਢڴᒵᣂএΖࠉءઔߒऱૠΔ ឈྥ൳ࠫԱᖂسऱહན᧢ႈΔץਔ୮அषᆖچۯΕගᆢא֗ৄၢ၏Δ܀ᣤࠐ ᎅΔݺଚྤऄඈೈຍԫයᒵհࢬאᄎנ᠏މՀᄶΔڶԫଡױ౨ڂਢᇖழ ᑇऱᖂسᆢխΔڶլ֟ᖂسءߪ࿓৫լਢৰړΔথԾޢၜף९ழၴऱᇖࢬທ ګΖຍᑌऱᇞᤩΔڶৱၞԫޡऱઔߒᒔᎁΖྤᓵڕ۶Δຍࠟଡ᧢ႈڇኔᐛࢤᇷற ՂנࣔᒔऱڴᒵᣂএΔءߪঁਢԫଡৰڶᔊऱઔߒ࿇Δۖኙ࣍ԫऴൎ૰۞ աՖװף၌መࠡழၴࡉ᧯Ժ๛ऱᠰ؆ᇖհ୮९ۖߢΔՈࠠڶԫࡳ࿓৫ऱ ༼ᙌ܂شΔ១ۖߢհΔመ৫ऱᇖլ܀၄८ᙒΕڶய࣠Δޓᜊᗶऱஎࢢਢᖄ ીᖂسኙᖂऱቧ༞Ζ ່৵ಘᓵऱਢΔء֮ڇઔߒՂऱૻࠫΖ༉Բ֫ᇷற։࣫ۖߢΔছ૿མᆖ༼ ֗ආشխ؇ઔߒೃࢬ༼ࠎ٤ഏࢤᇷறऱᚌរΔ܀ਢΔආشԲ֫ᇷற։࣫Ոڶࠡ ٣֚ࢤະΔࠡխհԫঁਢ࠹ૻ࣍ࠐऱം࠴ᠲؾΔڶࠄ᧢ႈྤऄݙ٤ਊᅃઔߒ ृࢬݦඨऱᖙ܂ࢤࡳᆠࠐ৬ዌΔࠏڕᇖऱழᑇΔࠀլਢאψԫ՛ழωۯΔ ۖਢאψ՛ழωۯΔຍᑌऱ۷ૠঁለլ壄ᒔΖ܀ਢᦞᘝܓኤ؈Δܑਢ ش٤ഏז।ࢤᑌءऱᇷறࠐڃء֮უઔߒऱംᠲΔսڶࠡᖂՂऱრᆠࡉ ᏝଖΖ؆ΔڇઔߒऱංᓵՂΔط࣍ᑌءਢഏխԫڣ్ΔਚංᓵՈ౨אڼૻΖ
ٔΕᓵፖ৬ᤜ
ᖕՂ૪ऱઔߒ࣠ࡉ։࣫ಘᓵΔءઔߒᓵױאូڕՀΚഏխԫڣ్ᖂ سᇖழᑇࡉᖂ।ࠟृհၴਢԫڴᒵᣂএΙۖᇖழᑇऱڍኒኙ࣍ᖂس ᖂ।ऱᐙΔڇ൳ࠫᖂسહན᧢ႈհ৵ΔսྥሒࠩอૠՂऱ᧩ထֽᄷΔ൫ࠡ ய࣠ଖࠀլՕΖ Ղ૪ऱઔߒᓵࠀॺቔᚐᇖΔࠃኔՂൕء֮ऱઔߒ࣠ࠐΔຘመᇖࢬ ౨༼֒ऱய࣠ΔࠡኔՈৰڶૻΖ܀ਢڇຍԫ֒ᖂᤁञᏣ௺ऱषᄎխΔ౨ ജڶ߷Ꮦԫរإ૿ய࣠ऱࠃൣΔ٦৻Ꮦक़၄८ᙒࡉழၴΔ୮९ຟᣋრװΖء֮ ༉ഏԫᖂسऱᇷறઔߒ᧩قΔޢࡌ၌መ 12 ՛ழאՂऱᇖլ܀ڶᚥܗΔ۟ᝫױ౨ᄎᖄી֘ய࣠Ζ۟࣍ᖂس୮९ਢܡᣋრޣ۞աऱഏխՖޢၜक़၄ 8 ࠩ 12 ՛ழऱழၴװՂᇖఄΕ୮ඒࢨਢᓰᄐ᎖ᖄΔא༼֒ՕપԿ։հԫଡᑑᄷऱᖂ ய࣠ΔਢߠոߠཕऱംᠲΔՈਢ୮९ؘႊ۞աܒឰऱംᠲΖ ່৵ΔڇኙآࠐઔߒՂऱ৬ᤜΔء֮ਐנՀ٨ࠟរΚ (ԫ) ലࠐڶᣂᇖऱઔߒΔؘႊࣹრࠩᇖழᑇࡉᖂ।հၴױ౨ژڇထڴ ᒵᣂএΔࠀڇอૠ։࣫խലຍᑌऱڴᒵᣂএ٨ԵەᐞΔܡঞৰڶױ౨ኙ ࣍ᇖய࣠נᙑᎄऱ۷ૠΔאીᐙઔߒ࣠ऱإᒔࢤΖ (Բ) ܀ء֮ٵழٍਐנΔᔾԫٝኔᐛࢤઔߒΔኙ࣍ຍᑌऱڴᒵઌᣂࠀլ౨ ᝪՀࡳᓵΔؘۖႊڶޓڍऱઔߒࠐᐉီຍࠟଡ᧢ႈհၴऱᣂএΖངߢհΔ ڶᘋᔊऱԳՓᚨᇠᤉᥛ፦ႃլٵऱᇷறΔಾኙຍᑌऱڴᒵᣂএ٦ףאە ᧭Δא᧭ᢞءᒧ֮ີࢬ༼נհᨠរਢܡױאګمΖܑਢܓشഏխᖂسഗ ءᖂԺྒྷ᧭ऱګᜎࠉ᧢ႈΔࠐኙᇖऱய࣠ףאە᧭Δڕڼലޓ౨ജ ၀२षᄎኙඒߛઔߒऱཚৱΔՈለࠠڶኔشऱᏝଖΖ
ીʳ ʳ
ء֮հݙګؘႊტᇷܗ TEPS ૠऱۯΔץਔխ؇ઔߒೃΕඒߛຝΕඒ ߛઔߒೃፖഏઝᄎΖڼ؆Δࠟۯೳټᐉࡡࢬ༼ࠎհᣪ၆რߠΔٍڇڼԫࠓી Ζە֮
ݥڶΰ1999αΖᐙഏ՛ᖂسᖂᄐګ༉ऱڂ࣠ᖲࠫЁЁאקؑࡉࣟᗼ܂ֺለΖഏم ஃᒤՕᖂඒߛઔߒႃעΔ43Δ213-242Ζ ੋݦটΰ2004αΖගᆢΕچፖ୮அહནኙࣟഏ՛ᖂ࿙ګᜎհᐙᖲࠫΖഏمፕࣟՕᖂ ඒߛઔߒࢬጚՓᓵ֮ΔآנठΖ ୪堚՞Ε႓ᑞݳΰ1996αΖᇖඒߛΕ֮֏ᇷءፖඒߛ࠷ΖषᄎᖂעΔ19Δ95-139Ζ ്ਞᘋΰ1996αΖඒߛ֨ᖂЁԿ֏࠷ٻऱᓵፖኔᔌΖקΚࣟဎݝΖ ്Ẻႆΰ2003aαΖඒߛ९ཚಳ᠋ᇷறΚรԫं(2001)ᖂسμֆ٥ࠌشठሽᚾνΕ ୮९ᇷறμֆ٥ࠌشठሽᚾνΖקΚխ؇ઔߒೃᓳઔߒറᠲխ֨Ζ്Ẻႆΰ2003bαΖඒߛ९ཚಳ᠋ᇷறΚรԫं(2001)ᇷறࠌش֫םμ2004.02.25 ठνΖקΚխ؇ઔߒೃᓳઔߒറᠲխ֨Ζ ്Ẻႆΰ2003cαΖඒߛ९ཚಳ᠋ᇷறΚรԫं(2001)ഏխᖂسം࠴ΖקΚխ؇ ઔߒೃᓳઔߒറᠲխ֨Ζ ്Ẻႆΰ2003dαΖඒߛ९ཚಳ᠋ᇷறΚรԫं(2001)ഏխ୮९ം࠴ΖקΚխ؇ ઔߒೃᓳઔߒറᠲխ֨Ζ ്ᄓΕ႓ᑞݳΰ1999αΖዧගᆢΕषፖ୮அኙᖂ࿙ඒߛऱᐙΖሉ࣍ ੋੈྋΕ ܦᖂᗊᒳΔ۰اඒߛΔ149-178ΔקΚஃՕΖ ്ᙘؖΰ2005αΖࣔਣխᖂس ᇖޓֈΖᜤٽΔ2005 ڣ 10 ִ 26 ֲ A6 ठΖ ጽΰ2002αΖ൶ಘഏԿᖂسኙᇖఄፖᖂீඒᖂऱऄ֗ࠡፖഗءᖂྒྷᑇᖂઝհ। ऱᣂএΖഏمፕஃᒤՕᖂઝᖂඒߛઔߒࢬጚՓᓵ֮ΔآנठΖ ຫࢣ壃ΰ2004αΖچխڍցԵᖂፖඒߛၸᐋ֏ᣂຑࢤհઔߒΖഏمႂஃᒤՕᖂ ඒߛᖂߓ໑Փᓵ֮ΔآנठΖ ຫࢣ壃Εᔤ㈪ߊΰ2000αΖچඒߛၸᐋ֏հ᧢ᔢЁᛀᢞषᄎᇷءᓵΕ֮֏ᇷءᓵࠡ ತ೭ᇷءᓵڇऱᔞشࢤΖഏ୮ઝᖂࡡᄎઔߒნעΚԳ֮֗षᄎઝᖂΔ10(3)Δ 416-434Ζ ຫႁဉΰ2004αΖഏխᄅسኔԺฆፖࠡ୮அહནᣂএհᓳΖഏمႂஃᒤՕᖂ ᖂߓጚՓᓵ֮ΔآנठΖ ႓ຳဉΰ2002αΖഏ՛ڣ్ᖂ࿙ףீ؆ᑇᖂᇖհહ৵ڂైፖኙᑇᖂᖂᐙհઔߒΖ ഏمፕࣟՕᖂඒߛઔߒࢬጚՓᓵ֮ΔآנठΖ ᄘᣝΕᢟൈዊΕ႓ඕႂΰ2003αΖඒߛ९ཚಳ᠋ᇷறΚ֨ૠၦܫΚTEPS ։ ࣫౨Ժྒྷ᧭μรԫठνΖקΚխ؇ઔߒೃᓳઔߒറᠲխ֨Ζ ᄘᐝભΰ2002αΖ։࣫ഏԿᖂسኙᇖఄፖᖂீඒᖂऱऄ֗ࠡፖഗءᖂྒྷ۞ྥઝհ। ऱᣂএΖഏمஃᒤՕᖂઝᖂඒߛઔߒࢬጚՓᓵ֮ΔآנठΖ ᗝᖠୠΰ1997αΖᇖፖזඒߛΖ֮ඒ֚چΔ63Δ54-56Ζ ᗩΰ2003αΖ୮९षᆖહནፖᖂسᖂᄐګ༉ᣂᜤࢤհઔߒΖഏمஃᒤՕᖂඒߛઔ ߒႃעΔ49(2)Δ255-287Ζ ᢅාΰ2003αΖᇖፖඒߛګ༉ΖۂՕᖂขᄐᆖᛎᖂߓጚՓᓵ֮ΔآנठΖ
Cohen, J. (1977). Statistical power analysis for the behavioral sciences. New York: Academic Press.
edition. Englewood Cliffs, NJ: Prentice-Hall.
Hinkle, D. E., Wiersma, W., & Jurs, S. G. (1988). Applied statistics for the behavioral sciences, 2nd edition. Boston: Houghton Mifflin.
Scheerens, J. (1992). Effective schooling: Research, theory and practice. London: Cassell. Stevenson, D. L. & Baker, D. P. (1992). Shadow education and allocation in formal schooling:
An Examination on the Effects of Cramming
Among Junior High School Students
Fang-Shen Chiang
*Abstract
Cramming (or so-called shadow education) is a big industry with huge market in Taiwan. After educational reforms of the last ten years, registered cram schools specializing in preparing students for entrance examinations of next hierarchy are growing in number and the major consumers are elementary and secondary school students. Research literature on the effects of cramming is not lacking, but very few studies examined the possible curvilinear relationship between how much time spent on cramming and learning performance. This paper used a dataset called Taiwan Education Panel Study (TEPS) established by Academia Sinica to test this hypothesis. Statistical examinations of this paper supported the curvilinear relationship hypothesis, no matter students’ background variables were controlled or not. Empirical data showed when students attending after-school programs more than 12 hours per week, their learning performance declined. These findings were discussed and suggestions for parents and for future studies were offered at the end of this paper.
