請用此 Handle URI 來引用此文件：
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/85088完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 辛炳隆(Pin-Lung Hsin) | |
| dc.contributor.author | YU-HSUAN LIU | en |
| dc.contributor.author | 劉于萱 | zh_TW |
| dc.date.accessioned | 2023-03-19T22:42:52Z | - |
| dc.date.copyright | 2022-08-18 | |
| dc.date.issued | 2022 | |
| dc.date.submitted | 2022-08-15 | |
| dc.identifier.citation | 王如哲、楊瑩、劉秀曦、張珍瑋、黃家凱（2014）。〈我國推動經濟弱勢學生之人才培育政策分析與發展〉，《臺灣經濟論衡》12(2)：60-82。 李敦仁、余民寧（2005）。〈社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫資料為例〉，《臺灣教育社會學研究》，5(2)：1-47。 李敦仁（2007）。〈人力資本、財務資本、社會資本與教育成就關聯性之研究：Coleman 家庭資源理論模式之驗證〉，《教育與心理研究》30(3)：111-141。 巫有鎰（1999）。〈影響國小學生學業成就的因果機制－以台北市和台東縣作比較〉，《教育研究集刊》(43)：213-242。https://doi.org/10.6910/ber.199907_(43).0010 巫麗雪（2015）。〈揠苗助長：父母期望與參與對子女教育藍圖的影響〉，《社會與區域發展學報》 4(2)：35-66。 沈暉智、林明仁（2019）。〈論家戶所得與資產對子女教育之影響－以1993-1995出生世代及其父母稅務資料為例〉，《經濟論文叢刊》47(3)：393-453。 https://doi.org/10.6277/ter.201909_47(3).0003 林大森（2001）。〈家庭教育資源對教育分流、教育取得之影響〉，《國立政治大學社會學報》31：45-75。 林素徽、江培銘。（2021）。〈臺灣的教育均等〉，《PISA 2018臺灣學生的表現》。新北市：心理出版社。 周新富（2008）。〈社會階級對子女學業成就的影響：以家庭資源為分析架構〉，《臺灣教育社會學研究》8 (1)：1-43。 洪碧霞、鄒慧英、陸怡琮、林素微、 林哲彥、江培銘、吳康民、王長勝。（2021）。《PISA 2018臺灣學生的表現》。新北市：心理出版社。 財團法人台灣兒童暨家庭扶助基金會（2018）。〈台灣貧窮兒少資料庫：2017年弱勢兒少生活趨勢調查報告〉。http://doi:10.6141/TW-SRDA-D00166-1 馬信行（1997）。〈一九九○人口普查中教育與職業資料之分析〉。《國立政治大學學報》，75，29-66。 張芳華（2015）。〈家庭社經地位、社會資本對高中學生教育抱負影響之分析〉，《教育研究學報》49(2)：19-39。 https://doi.org/10.3966/199044282015104902002 張宜君、林宗弘（2015）。〈臺灣的高等教育擴張與階級複製：混合效應維續的不平等〉，《臺灣教育社會學研究》15(2)：85-129。 https://doi.org/10.3966/168020042015121502003 張苙雲（2003）。〈台灣教育長期追蹤資料庫：資料使用手冊（2011.12.01）〉。中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。 張苙雲（2021）。〈台灣教育長期追蹤資料庫：第一波（2001）高中職五專家長問卷資料〉。原始數據取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。http://doi.org.10.6141/TW-SRDA-C00124_G-2 張苙雲（2021）。〈台灣教育長期追蹤資料庫：第一波（2001）高中職五專學生問卷資料〉。原始數據取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。http://doi.org/10.6141/TW-SRDA-C00124_A-2 張苙雲（2021）。〈台灣教育長期追蹤資料庫：第二波（2003）高中職五專學生問卷資料〉。原始數據取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。http://doi.org.10.6141/TW-SRDA-C00137_A-2 楊夢麗、譚康榮、黃敏雄（2003）。〈台灣教育長期追蹤資料庫－心理計量報告：TEPS 2001分析能力測驗（第一版）〉臺北市：中央研究院調查研究專題中心。 楊瑩（1994）。《教育機會均等－教育社會學的探究》。臺北：師大書苑。 教育部國民及學前教育署（2017）。〈105學年度高一專一學生調查全國描述性分析報告。臺灣後期中等教育長期追蹤資料庫計畫〉。 陳怡靖、鄭燿男 （2000）。〈臺灣地區教育階層化之變遷 ― 檢證社會資本論、文化資本論及財務資本論在臺灣的適用性〉，《國家科學委員會研究彙刊：人文及社會科學》10 (3)：416-434。 陳俊瑋（2011）。〈學生教育抱負與學習成就關係之研究：長期追蹤資料之分析 〉，《當代教育研究季刊》19(4)：127-172。 https://doi.org/10.6151/cerq.2011.1904.04 黃毅志（1998）。〈教育階層、教育擴充與經濟發展〉，《國立政治大學社會學報》，28：25-55。 黃毅志（2008）。〈如何精確測量職業地位？「改良版台灣地區新職業聲望與社經地位量表」之建構〉，《台東大學教育學報》19 (1)：151-160。 黃毅志（2011）。《臺灣的教育分流、勞力市場階層結構與地位取得》。臺北市：心理出版社。 黃毅志、陳怡靖（2005）。〈臺灣的升學問題：教育社會學理論與研究之檢討〉，《臺灣教育社會學研究》5 (1)：77-118。 黃隆興（2022）。 家庭社經背景、社會資本與文化資本對學生學習表現與教育抱負之影響：植基於PISA 2018臺灣學生的分析。未出版博士論文。國立臺中教育大學教育學系。 葉高華（2018）。〈大學多元入學是否有利 「家境好」的學生？〉，《臺灣社會學刊》(64)：171-195。https://doi.org/10.6786/TJS.201812_(64).0004 駱明慶（2018)）。〈誰是台大學生？（2001-2014）－多元入學的影響〉，《經濟論文叢刊》46(1)： 47-95。 https://doi.org/10.6277/ter.201803_46(1).0002 謝小芩（1998）。〈性別與教育期望〉，《婦女與兩性學刊》9：205-231。 謝小芩、張晉芬（2004）。〈青少年教育抱負的世代與區域差異〉，「台灣社會學年會」論文。2004年12月4日。 謝孟穎（2003）。〈家長社經背景與學生學業成就關聯性之研究〉，《教育研究集刊》49 (2)：255-287。https://doi.org/10.6910/ber.200306_(49-2).0009 蔡淑鈴（2004）。〈高等教育的擴展對教育機會分配的影響〉，《台灣社會學》(7)：47-88。https://doi.org/10.6676/ts.2004.7.47 瞿海源、蔡淑鈴（1988）。〈性別與成就抱負：以台大學生為例〉，《中華社會學刊》(12)：135-168。 關秉寅（2016）。〈台灣高等教育擴張後，仍然鳳生鳳、鼠兒打洞嗎？〉。《巷子口社會學》。https://twstreetcorner.org/2016/03/08/kuanpingyin/ 關秉寅（2021）。〈台灣教育長期追蹤資料庫後續調查：教育與勞力市場的連結-2001/2003年高中職五專學生樣本2015年調查（公共版）〉。原始數據取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。http://doi.org10.6141/TW-SRDA-E10259_4-2 關秉寅（2021）。〈台灣教育長期追蹤資料庫後續調查：教育與勞力市場的連結-2001/2003年高中職五專學生樣本2018年電訪追蹤調查（公共版）〉。原始數據取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。http://doi.org/10.6141/TW-SRDA-C00340-2 Almroth, M., László, K. D., Kosidou, K., & Galanti, M. R. (2020). Individual and familial factors predict formation and improvement of adolescents' academic expectations: A longitudinal study in Sweden. PLoS One, 15(2), e0229505. https://doi.org/10.1371/journal.pone.0229505 Andrew, M., & Hauser, R. M. (2011). Adoption? Adaptation? Evaluating the formation of educational expectations. Social Forces, 90(2), 497-520. Archer, L., DeWitt, J., & Wong, B. (2014). Spheres of influence: what shapes young people’s aspirations at age 12/13 and what are the implications for education policy? Journal of Education Policy, 29(1), 58-85. https://doi.org/10.1080/02680939.2013.790079 Baker, W., Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E. C., & Taggart, B. (2014). Aspirations, education and inequality in England: insights from the Effective Provision of Pre-school, Primary and Secondary Education Project. Oxford Review of Education, 40(5), 525-542. https://doi.org/10.1080/03054985.2014.953921 Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/10.1037/0022-3514.51.6.1173 Beal, S. J., & Crockett, L. J. (2010). Adolescents’ occupational and educational aspirations and expectations: Links to high school activities and adult educational attainment. Developmental Psychology, 46(1), 258-265. https://doi.org/10.1037/a0017416 Beattie, I. R. (2002). Are All 'Adolescent Econometricians' Created Equal? Racial, Class, and Gender Differences in College Enrollment. Sociology of Education, 75(1), 19-43. https://doi.org/10.2307/3090252 Becker, G. S. (1991). A treatise on the family: Enlarged edition. Harvard university press. Black, S. E., Devereux, P. J., & Salvanes, K. G. (2005). The More the Merrier? The Effect of Family Size and Birth Order on Children's Education*. The Quarterly Journal of Economics, 120(2), 669-700. https://doi.org/10.1093/qje/120.2.669 Blau, P. M., & Duncan, O. D. (1967). The American occupational structure. John Wiley & Sons Inc. Blossfeld, H.-P., Buchholz, S., Skopek, J., & Triventi, M. (2016). Models of secondary education and social inequality: An international comparison. Edward Elgar Publishing. Bodovski, K. (2014). Adolescents’ emerging habitus: the role of early parental expectations and practices. British Journal of Sociology of Education, 35(3), 389-412. https://doi.org/10.1080/01425692.2013.776932 Bohon, S. A., Johnson, M. K., & Gorman, B. K. (2014). College Aspirations and Expectations among Latino Adolescents in the United States. Social Problems, 53(2), 207-225. https://doi.org/10.1525/sp.2006.53.2.207 Boudon, R. (1974). Education, opportunity, and social inequality: Changing prospects in western society. Boudon, R. (1998). Social mechanisms without black boxes. In P. Hedström & R. Swedberg (Eds.), Social Mechanisms: An Analytical Approach to Social Theory (pp. 172-203). Cambridge University Press. https://doi.org/10.1017/CBO9780511663901.008 Bourdieu, P. (1971). Reproduction culturelle et reproduction sociale. Social Science Information, 10(2), 45-79. https://doi.org/10.1177/053901847101000203 Bourdieu, P. (1977). Structure and the Habitus. In P. Bourdieu & R. Nice (Eds.), Outline of a Theory of Practice (pp. 72-95). Cambridge University Press. https://doi.org/10.1017/CBO9780511812507.004 Bourdieu, P. (1986). The Forms of Capital. In Handbook of Theory and Research for the Sociology of Education (pp. 241-258). Greenwood. https://doi.org/https://doi.org/10.1002/9780470755679.ch15 Boxer, P., Goldstein, S. E., DeLorenzo, T., Savoy, S., & Mercado, I. (2011). Educational aspiration–expectation discrepancies: Relation to socioeconomic and academic risk-related factors. Journal of Adolescence, 34(4), 609-617. https://doi.org/10.1016/j.adolescence.2010.10.002 Breen, R., & Goldthorpe, J. H. (1997). Explaining educational differentials - Towards a formal rational action theory [Article]. Rationality and Society, 9(3), 275-305. https://doi.org/10.1177/104346397009003002 Buchmann, C., & Dalton, B. (2002). Interpersonal Influences and Educational Aspirations in 12 Countries: The Importance of Institutional Context. Sociology of Education, 75(2), 99-122. https://doi.org/10.2307/3090287 Bukodi, E., Goldthorpe, J. H., & Zhao, Y. (2021). Primary and secondary effects of social origins on educational attainment: New findings for England. The British journal of sociology, 72(3), 627-650. https://doi.org/https://doi.org/10.1111/1468-4446.12845 Coleman, J. S. (1968). Equality of Educational Opportunity. Equity & Excellence in Education, 6(5), 19-28. https://doi.org/10.1080/0020486680060504 Coleman, J. S. (1988). Social Capital in the Creation of Human Capital. American Journal of Sociology, 94, S95-S120. http://www.jstor.org/stable/2780243 Conley, D., & Glauber, R. (2006). Parental educational investment and children's academic risk: Estimates of the impact of sibship size and birth order from exogenous variation in fertility. Journal of Human Resources, 41(4), 722-737. https://doi.org/10.3368/jhr.xli.4.722 Davies, M., & Kandel, D. B. (1981). Parental and Peer Influences on Adolescents' Educational Plans: Some Further Evidence. American Journal of Sociology, 87(2), 363-387. http://www.jstor.org/stable/2778462 Domina, T., Conley, A., & Farkas, G. (2011). The Link between Educational Expectations and Effort in the College-for-all Era. Sociology of Education, 84(2), 93-112. https://doi.org/10.1177/1941406411401808 Duncan, O. D., Featherman, D. L., & Duncan, B. (1972). Socioeconomic background and achievement. Seminar Press. Elliott, W., Destin, M., & Friedline, T. (2011). Taking stock of ten years of research on the relationship between assets and children's educational outcomes: Implications for theory, policy and intervention. Children and Youth Services Review, 33(11), 2312-2328. https://doi.org/https://doi.org/10.1016/j.childyouth.2011.08.001 Erikson, R., & Jonsson, J. O. (1996). Can education be equalized? : The Swedish case in comparative perspective. Oxford : Westview press. http://lib.ugent.be/catalog/rug01:000401768 Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Sage. Freelin, B. N., & Staff, J. (2020). Uncertain Adolescent Educational Expectations and College Matriculation in the Wake of the Great Recession. The Sociological Quarterly, 1-29. https://doi.org/10.1080/00380253.2020.1816862 Gambetta, D. (1987). Were they pushed or did they jump?: Individual decision mechanisms in education [doi:10.1017/CBO9780511735868]. Cambridge University Press. https://doi.org/10.1017/CBO9780511735868 Ginzberg, E., Ginsburg, S. W., Axelrad, S., & Herma, J. L. (1951). Occupational choice: an approach to a general theory. Columbia University Press. Goldthorpe, J. H. (1996). Class Analysis and the Reorientation of Class Theory: The Case of Persisting Differentials in Educational Attainment. The British journal of sociology, 47(3), 481-505. https://doi.org/10.2307/591365 Goldthorpe, J. H. (2010). Class analysis and the reorientation of class theory: the case of persisting differentials in educational attainment1. The British journal of sociology, 61(s1), 311-335. https://doi.org/10.1111/j.1468-4446.2009.01248.x Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling Psychology, 28(6), 545-579. https://doi.org/10.1037/0022-0167.28.6.545 Goyette, K. A. (2008). College for some to college for all: Social background, occupational expectations, and educational expectations over time. Social Science Research, 37(2), 461-484. https://doi.org/10.1016/j.ssresearch.2008.02.002 Grodsky, E., & Riegle-Crumb, C. (2010). Those Who Choose and Those Who Don’t: Social Background and College Orientation. The Annals of the American Academy of Political and Social Science, 627(1), 14-35. https://doi.org/10.1177/0002716209348732 Haller, A. O. (1982). Reflections on the social psychology of status attainment. In Social structure and behavior (pp. 3-28). Elsevier. Haller, A. O., & Portes, A. (1973). Status Attainment Processes. Sociology of Education, 46(1), 51-91. https://doi.org/10.2307/2112205 Hanushek, E. A. (1992). The trade-off between child quantity and quality. Journal of Political Economy, 100(1), 84-117. Hart, C. S. (2016). How Do Aspirations Matter? Journal of Human Development and Capabilities, 17(3), 324-341. https://doi.org/10.1080/19452829.2016.1199540 Hauser, R. M., Tsai, S.-L., & Sewell, W. H. (1983). A Model of Stratification with Response Error in Social and Psychological Variables. Sociology of Education, 56(1), 20-46. https://doi.org/10.2307/2112301 Hertz, T., Jayasundera, T., Piraino, P., Selcuk, S., Smith, N., & Verashchagina, A. (2008). The Inheritance of Educational Inequality: International Comparisons and Fifty-Year Trends. The B.E. Journal of Economic Analysis & Policy, 7(2). https://doi.org/doi:10.2202/1935-1682.1775 Huang, J. (2013). Intergenerational transmission of educational attainment: The role of household assets. Economics of Education Review, 33, 112-123. https://doi.org/https://doi.org/10.1016/j.econedurev.2012.09.013 Jackson, M. (2013). Determined to Succeed?: Performance versus Choice in Educational Attainment. https://doi.org/10.11126/stanford/9780804783026.001.0001 Jacob, B. A., & Wilder, T. (2010). Educational Expectations and Attainment. NBER Working Paper Series. Jencks, C. (1972). Inequality: A reassessment of the effect of family and schooling in America. Basic Books. Kantarevic, J., & Mechoulan, S. (2006). Birth order, educational attainment, and earnings: An investigation using the PSID. Journal of Human Resources, 41(4), 755-777. https://doi.org/10.3368/jhr.xli.4.755 Keller, S., & Zavalloni, M. (1964). Ambition and Social Class: A Respecification*. Social Forces, 43(1), 58-70. https://doi.org/10.1093/sf/43.1.58 Khattab, N. (2002). Social Capital, Students' Perceptions and Educational Aspirations among Palestinian Students in Israel. Research in Education, 68(1), 77-88. https://doi.org/10.7227/rie.68.8 Khattab, N. (2014). How and when Do Educational Aspirations, Expectations and Achievement Align? [Article]. Sociological Research Online, 19(4), 13, Article 7. https://doi.org/10.5153/sro.3508 Khattab, N. (2015). Students’ aspirations, expectations and school achievement: what really matters? British Educational Research Journal, 41(5), 731-748. https://doi.org/https://doi.org/10.1002/berj.3171 Kim, S., Klager, C., & Schneider, B. (2019). The Effects of Alignment of Educational Expectations and Occupational Aspirations on Labor Market Outcomes: Evidence from NLSY79. The Journal of Higher Education, 90(6), 992-1015. https://doi.org/10.1080/00221546.2019.1615333 Kloosterman, R., Notten, N., Tolsma, J., & Kraaykamp, G. (2010). The Effects of Parental Reading Socialization and Early School Involvement on Children’s Academic Performance: A Panel Study of Primary School Pupils in the Netherlands. European Sociological Review, 27(3), 291-306. https://doi.org/10.1093/esr/jcq007 Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. Rowman & Littlefield Publishers. Lareau, A. (2011). Unequal childhoods. University of California Press. Levy-Garboua, L., & Page, L. (2009). The role of aspiration levels in educational choices: an economic foundation. Raymond Boudon: A life in Sociology. Book 3. Lewin, K. (1951). Field theory in social science: selected theoretical papers (Edited by Dorwin Cartwright.). Harpers. Mare, R. D., & Chang, H.-C. (2003). Family Attainment Norms and Educational Stratification: The Effects of Parents' School Transitions. California Center for Population Research. Marjoribanks, K. (2005). Family Background, Academic Achievement, and Educational Aspirations as Predictors of Australian Young Adults' Educational Attainment. Psychological Reports, 96(3), 751-754. https://doi.org/10.2466/PR0.96.3.751-754 Mayer, S. E. (2002). The influence of parental income on children's outcomes. Knowledge Management Group, Ministry of Social Development Wellington, New …. Mayer, S. E., & Jencks, C. (1989). Growing up in poor neighborhoods: How much does it matter? Science, 243(4897), 1441-1445. https://doi.org/10.1126/science.243.4897.1441 Merton, R. K. (1948). The Self-Fulfilling Prophecy. The Antioch Review, 8(2), 193-210. https://doi.org/10.2307/4609267 Morgan, S. L. (1998). Adolescent educational expectations - Rationalized, fantasized, or both? Rationality and Society, 10(2), 131-162. https://doi.org/10.1177/104346398010002001 Morgan, S. L. (2005). On the edge of commitment: Educational attainment and race in the United States. Stanford University Press. Nam, Y., & Huang, J. (2009). Equal opportunity for all? Parental economic resources and children's educational attainment. Children and Youth Services Review, 31(6), 625-634. https://doi.org/https://doi.org/10.1016/j.childyouth.2008.12.002 Palacios-Abad, A. (2021). Strive to Succeed? The Role of Persistence in the Process of Educational Attainment [Article]. American Behavioral Scientist, 65(11), 1555-1576, Article 0002764221996758. https://doi.org/10.1177/0002764221996758 Reynolds, J. R., & Pemberton, J. (2001). Rising College Expectations among Youth in the United States: A Comparison of the 1979 and 1997 NLSY. The Journal of Human Resources, 36(4), 703-726. https://doi.org/10.2307/3069639 Sewell, W. H., Haller, A. O., & Ohlendorf, G. W. (1970). The Educational and Early Occupational Status Attainment Process: Replication and Revision. American Sociological Review, 35(6), 1014-1027. https://doi.org/10.2307/2093379 Sewell, W. H., Haller, A. O., & Portes, A. (1969). The Educational and Early Occupational Attainment Process. American Sociological Review, 34(1), 82-92. https://doi.org/10.2307/2092789 Sewell, W. H., Haller, A. O., & Straus, M. A. (1957). Social Status and Educational and Occupational Aspiration. American Sociological Review, 22(1), 67-73. https://doi.org/10.2307/2088767 Sewell, W. H., & Hauser, R. M. (1975). Education, occupation, and earnings : achievement in the early career / William H. Sewell and Robert M. Hauser ; with Duane F. Alwin ... [et al.]. Academic Press. Sewell, W. H., & Hauser, R. M. (1980). The Wisconsin longitudinal study of social and psychological factors in aspirations and achievements. Research in sociology of education and socialization, 1, 59-99. Sewell, W. H., & Hauser, R. M. (1993). A review of the Wisconsin Longitudinal Study of social and psychological factors in aspirations and achievements 1963-1992. Center for Demography and Ecology, Working Papers, 92-01. Sewell, W. H., & Shah, V. P. (1968). Parents' Education and Children's Educational Aspirations and Achievements. American Sociological Review, 33(2), 191-209. https://doi.org/10.2307/2092387 Spenner, K. I., & Featherman, D. L. (1978). Achievement ambitions. Annual Review of Sociology, 4, 373-420. https://doi.org/10.1146/annurev.so.04.080178.002105 Teachman, J. D. (1987). Family background, educational resources, and educational attainment. American Sociological Review, 52(4), 548-557. https://doi.org/10.2307/2095300 van Hek, M., Kraaykamp, G., & Wolbers, M. H. J. (2015). Family resources and male–female educational attainment: Sex specific trends for Dutch cohorts (1930–1984). Research in Social Stratification and Mobility, 40, 29-38. https://doi.org/https://doi.org/10.1016/j.rssm.2015.02.001 Wells, R. S., Seifert, T. A., & Saunders, D. B. (2013). Gender and Realized Educational Expectations: The Roles of Social Origins and Significant Others [Article]. Research in Higher Education, 54(6), 599-626. https://doi.org/10.1007/s11162-013-9308-5 Werfhorst, H., & Hofstede, S. (2007). Cultural Capital Or Relative Risk Aversion? Two Mechanisms for Educational Inequality Compared. The British journal of sociology, 58, 391-415. https://doi.org/10.1111/j.1468-4446.2007.00157.x Zajonc, R. B. (1976). Family Configuration and Intelligence. Science, 192(4236), 227-236. https://doi.org/doi:10.1126/science.192.4236.227 Zimmermann, T. (2019). Social Influence or Rational Choice? Two Models and Their Contribution to Explaining Class Differentials in Student Educational Aspirations. European Sociological Review, 36(1), 65-81. https://doi.org/10.1093/esr/jcz054 | |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/85088 | - |
| dc.description.abstract | 既往研究指出縱使台灣歷經高等教育擴張，近年來家庭社經背景對子女教育成就的階級再製效果仍然續存。本研究運用台灣長期教育追蹤資料庫（TEPS）及其後續調查（TEPS-B）的資料，並以Boudon提出之教育機會不均等的次級效果作為理論基礎，探討家庭社經背景對學生自我教育抱負及教育成就的影響。實證結果顯示：（1）家庭社經地位對學生的教育抱負具有正向影響，並對學生不確定自我抱負的機率具顯著負向影響。（2）青少年時期的教育抱負對其教育成就取得具有顯著正向影響；不確定自我抱負的學生後來取得之教育成就低則於具明確抱負者。（3）家庭社經地位透過學生的自我教育抱負影響其教育成就取得。（4）分別檢視家庭社經背景各向度之影響，發現學生的自我教育抱負主要是受到父親教育程度及家庭收入的影響，至於家長職業地位對於自我教育抱負則不具顯著影響，符合文獻中教育抱負係透過模仿、採納及分析教育投資報酬率後形成的觀點。最後，依據上述研究結果對教育政策及後續研究方向提出相應建議。 | zh_TW |
| dc.description.abstract | Previous research has suggested that the class reproduction effect of family socioeconomic background on children's educational attainment had persisted in recent years despite the expansion of higher education in Taiwan. Using data from the Taiwan Educational Panel Survey and Beyond, and using Boudon's secondary effect of unequal educational opportunities as a theoretical basis, this study examines the effects of family socioeconomic background on students' self-educational aspirations and educational attainment. The empirical results show that (1) Family socioeconomic status has a positive effect on students' educational aspirations and a significant negative effect on students' uncertainty about their self-aspirations. (2) Educational aspirations during adolescence have a significant positive effect on educational attainment; students who were unsure of their self-aspirations had lower educational attainment than those with explicit aspirations. (3) Family socioeconomic status influences students' educational attainment through their self-education aspirations. (4) Examining the effects of each dimension of family socioeconomic background, I found that students' self-education aspirations are mainly influenced by father's education and family income, while parents' occupational status did not have a significant effect on self-education aspirations, which was in line with the literature. Finally, based on the above findings, I propose the following recommendations for education policy and subsequent research directions. | en |
| dc.description.provenance | Made available in DSpace on 2023-03-19T22:42:52Z (GMT). No. of bitstreams: 1 U0001-1008202223132300.pdf: 1757097 bytes, checksum: 7338af6568ad5deb912ad02e57c743c8 (MD5) Previous issue date: 2022 | en |
| dc.description.tableofcontents | 論文口試委員審定書 i 謝辭 ii 中文摘要 iii Abstract iv 圖目錄 vi 表目錄 vii 第一章 緒 論 1 第一節 研究背景與動機 1 第二節 研究目的 6 第三節 研究流程與章節安排 6 第四節 名詞解釋 7 第二章 文獻探討 8 第一節 家庭社經背景形塑教育成就階級再製的路徑 8 第二節 家庭社經地位對子女教育抱負的影響 15 第三節 自我教育抱負對教育成就取得的影響 24 第三章 研究方法 26 第一節 研究架構 26 第二節 研究假設 28 第三節 研究對象與資料來源 29 第四節 研究變項之定義與衡量 31 第五節 統計分析方法 36 第四章 研究結果與分析 39 第一節 樣本敘述統計 39 第二節 主要變項均值差異檢定與相關分析 45 第三節 迴歸分析與中介效果檢定 50 第五章 結論與建議 65 第一節 研究發現 65 第二節 政策建議 68 第三節 研究限制與後續研究方向 69 參考文獻 71 附錄：問卷題項摘錄 81 | |
| dc.language.iso | zh-TW | |
| dc.subject | 地位取得 | zh_TW |
| dc.subject | 教育抱負 | zh_TW |
| dc.subject | 教育期望 | zh_TW |
| dc.subject | 教育成就 | zh_TW |
| dc.subject | 教育不平等 | zh_TW |
| dc.subject | 社經背景 | zh_TW |
| dc.subject | educational aspirations | en |
| dc.subject | status attainment | en |
| dc.subject | socioeconomic background | en |
| dc.subject | educational inequality | en |
| dc.subject | educational attainment | en |
| dc.subject | educational expectations | en |
| dc.title | 家庭社經背景對教育成就取得之影響－以自我教育抱負為中介變項 | zh_TW |
| dc.title | The Effect of Family Socioeconomic Background on Educational Attainment：Self-Educational Expectations as Mediators | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 110-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 吳文傑(Wen-Chieh Wu),康雅菁(Ya-Chin Kang) | |
| dc.subject.keyword | 教育抱負,教育期望,教育成就,教育不平等,社經背景,地位取得, | zh_TW |
| dc.subject.keyword | educational aspirations,educational expectations,educational attainment,educational inequality,socioeconomic background,status attainment, | en |
| dc.relation.page | 82 | |
| dc.identifier.doi | 10.6342/NTU202202275 | |
| dc.rights.note | 同意授權(限校園內公開) | |
| dc.date.accepted | 2022-08-15 | |
| dc.contributor.author-college | 社會科學院 | zh_TW |
| dc.contributor.author-dept | 國家發展研究所 | zh_TW |
| dc.date.embargo-lift | 2022-08-18 | - |
| 顯示於系所單位： | 國家發展研究所 | |
文件中的檔案：
| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| U0001-1008202223132300.pdf 授權僅限NTU校內IP使用（校園外請利用VPN校外連線服務） | 1.72 MB | Adobe PDF |
系統中的文件，除了特別指名其著作權條款之外，均受到著作權保護，並且保留所有的權利。