| 摘要: | 本研究旨在探討國小學生家庭文化資本與其學習動機與自我效能之關係，分別了解國小學生家庭文化資本、學習動機與自我效能之現況，並探討國小學生家庭文化資本與學習動機對自我效能的相關性與預測力。
本研究以108學年度就讀臺北市公立國小五、六年級學生為研究對象，並以改編的「國小學生家庭文化資本與學習動機與自我效能之調查問卷」為研究工具，抽樣方法採取便利抽樣法，針對臺北市各區域學校為抽樣目標，選定學校之班級，抽滿預計樣本人數為止。最後將資料以描述性統計、t考驗、Pearson積差相關、逐步多元迴歸分析統計方法進行資料分析。研究結論如下，一、受試者「家庭文化資本」、「學習動機」、「自我效能」分別以「家庭文化活動」、「自我效能」、「堅持能力」構面得分最高；二、女生在學習動機與自我效能顯著高於男生；三、五年級在學習動機與自我效能顯著高於六年級；四、家庭文化資本、學習動機與自我效能呈現中度正相關；五、以「內在目標導向」、「期望成功」、「閱讀習慣」、「家庭文化培育」、「控制信念」、「工作價值」與「自我效能」最能顯著預測自我效能，預測力達81.4%。對於目前學校教育推動核心能力有正面的肯定，也建議教養者能更重視文化資本的累積。
The purpose of this study is to explore the relationship between family cultural capital, learning motivation and self-efficacy of primary school students, to understand the current situation of family cultural capital, learning motivation and self-efficacy of primary school students, and to explore the correlation and predictability of family cultural capital and learning motivation on self-efficacy of primary school students.
In this study, the research objects are students in Grade 5 and 6 of public elementary schools in Taipei City in 2019, and we adapted "questionnaire on family cultural capital, learning motivation and self-efficacy of primary school students" as the research tool. Convenience sampling method was adopted to select the classes of schools in different districts of Taipei City, and the expected sample size was filled. Finally, the data were analyzed by descriptive statistics, t-test, Pearson correlation and stepwise multiple regression analysis. The results are as follows: 1. The scores of "family cultural capital", "learning motivation" and "self-efficacy" are the highest in "family cultural activities", "self-efficacy" and "persistence ability"; 2. The learning motivation and self-efficacy of female students are significantly higher than that of male students; 3. The learning motivation and self-efficacy of grade 5 are significantly higher than that of grade 6; 4. Capital, learning motivation and self-efficacy showed moderate positive correlation; 5. "Internal goal orientation", "expected success", "reading habits", "family culture cultivation", "control belief", "work value" and "self-efficacy" were the most significant predictors of self-efficacy, with a predictive power of 81.4%. It also suggests that educators should pay more attention to the accumulation of cultural capital. |
