The Influence of Family Socioeconomic Background and Self Confidence on Science Achievement-An Example of Taiwan Fourth Graders from TIMSS 2015

• Main Authors: Yu-Fang Chen, 陳玉芳
• Other Authors: 許健將
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/98632039531660604797

碩士 === 國立中興大學 === 教師專業發展研究所 === 105 === This study aims to explore that the influence of family socioeconomic status (SES) and self-confidence on science achievement. The research subjects Taiwan fourth grade students from TIMSS 2015, there were 150 schools and 4291 students. The research applied a two-level latent class analysis. Corresponding statistical analyses were then applied. Findings were generalized as followings: 1、The analysis identified four latent classes of individuals, namely the culturally advantaged and economically advantaged group, the culturally well-off and economically ordinary group, the culturally ordinary and economically well-off group, the culturally disadvantaged and economically disadvantaged group. In addition, higher cultural capital of the performance of scientific achievement was better. 2、Increasing Students'' self-confidence can improve scientific results. There is significant in four latent classes, which is the most effective in the culturally disadvantaged and economically disadvantaged group. 3、At the individual level, SES can explain the scientific achievement of the variation of 17.2% for the culturally advantaged and economically advantaged group; SES can explain the scientific achievement of the variation of 1.2% for the culturally well-off and economically ordinary group; SES can explain the scientific achievement of the variation of 9.3% for the culturally ordinary and economically well-off group; SES can explain the scientific achievement of the variation of 8.1% for the culturally disadvantaged and economically disadvantaged group. The family socioeconomic status (SES) is limited at the individual level. 4、At the school level, the average socioeconomic status of students can explain the scientific achievement of the variation of 75.34%, there was a significant difference. Finally, based on the results of the study, the researcher provided some recommendations.