家庭社經地位與班級經營能效對學生自我能效感之影響 階層線性模式分析.pdfVIP

家庭社經地位與班級經營效能對學生自我效能感之影響： 階層線性模式分析 黃建皓 國立臺南大學教育經營與管理研究所博士候選人 臺灣首府大學幼兒教育學系講師 摘要 基於跨層次分析的研究觀點逐漸受到教育組織行為研究者所重視，本研究以 Bandura（1986）的社會認知論理論為基礎，探討個人層次的家庭社經地位與班級 層次的班級經營效能對學生自我效能感之影響。本研究透過對臺南地區 237 個班 級，5,949 位學生的調查，使用階層線性模式進行資料分析。本研究結果顯示， 家庭社經地位對學生自我效能感有顯著正向的影響效果；班級經營效能（教學品 質、親師溝通、班級常規）對學生自我效能感有顯著正向的直接影響效果，且有 效解釋學生自我效能感的多數變異；班級經營效能不僅具有直接影響效果，還扮 演調節效果角色，其中，教學品質、環境佈置在「家庭社經地位對學生自我效能 感的影響關係」中存在負向調節效果，親師溝通在「家庭社經地位對學生自我效 能感的影響關係」中存在正向調節效果。針對上述結果，本研究提出相關的討論 與建議。 關鍵字：家庭社經地位、班級經營效能、學生自我效能感 Analysis on Effect of Family Social-Economic Status and Class Management Efficacy on Students’ Self-Efficacy by Hierarchical Linear Model Jian-Hao Huang Ph. D. Candidate, Graduate Institute of Educational Entrepreneurship and Management, National University of Tainan Lecturer, Department of Early Childhood Education, Taiwan Shoufu University Abstract Owing to the growing amount of attention on multilevel analysis research from scholars for organizational behavior in education, this study explored the effect of individual’s family social-economic status and classroom management efficacy on students’ self-efficacy based on Social Cognitive Theory proposed by Bandura (1986). This study conducted a survey on 5,949 students over 237 classes in Tainan City. It used hierarchical linear model to analyze data. The results showed family social-economic status had significantly positive effect on students’ self-efficacy. Classroom management efficacy (i.e. teaching quality, teachers-parents communication and classroom discipline ）had significantly direct effect on students’ self-efficacy, and this was e