論文提要

本研究之目的在於以實驗研究法探討不同的教師期望與不同的家庭社經地位對兒童學業成就之影響。共包括三個實驗，分別驗證在國民小學一、二、三年級當中：

（1）教師期望高的兒童和低的兒童在學業成就上，是否有顯著的差異？

（2）家庭社經地位高的兒童和低的兒童在學業成就上，是否有顯著的差異？

（3）不同的教師期望與不同的家庭社經地位對兒童學業成就是否有顯著的差異？

三個實驗均採2×3多因子獨立樣本設計，自變項為教師期望（高、低兩層次）與社經地位（高、中、低三層次），依變項則為國語科與數學科成就測驗之得分。

研究樣本係選自台北縣板橋市立後埔國民小學一、二、三年級207位接受過瑞文氏彩色非語文智力測驗後智力在中等及中上程度之兒童，並且分別將各年級受試兒童，依照其智力之得分，分成兩等組，一組為實驗組，另一組為控制組。實驗期間為三個月，實驗結束後以二因子變異數分析進行統計工作。

研究結果發現：（1）在三年級兒童國語科與數學科學業成就上，教師期望高的兒童與低的兒童，有顯著的差異存在；然而在一、二年級兒童國語科與數學科學業成就上，則無顯著的差異存在。（2）在三年級兒童國語科與數學科及二年級兒童國語科學業成就上，社經地位高的兒童與低的兒童，有顯著的差異存在；然而在一年級兒童國語科與數學科及二年級兒童數學科學業成就上，則無顯著的差異存在。（3）在三年級兒童國語科與數學科學業成就上，不同的教師期望與不同的社經地位對兒童學業成就，具有顯著的交互作用。然而在一、二年級兒童國語科與數學科學業成就上，則無顯著的交互作用。

最後，根據本研究之結果進行討論，並進一步提出有關之各項建議。

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