The Influence of Reading Literacy, Scientific Interest and School Environment Circumstances on the Scientific Literacy of Junior High School Students in Taiwan : A Multi-level Analysis of Cross-level Interaction between the Individual and the Situation

• Main Authors: TANG, CHI-HUI, 唐啟惠
• Other Authors: WU, PO-HAN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/65ze95

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 106 === The purpose of this study was to explore the effects of reading literacy, scientific interest, and teacher’s autonomy support on student’s scientific literacy, and to examine whether the impact of individual level variables on scientific literacy would be moderated by the teacher’s autonomy support. The participants were 6,583 fifteen-year-od junior high school students from 214 different schools in Taiwan, who participated in the Programme for International Student Assessment(PISA) in 2015. The result of multi-level analysis indicated: (1) The reading literacy and scientific literacy could effectively predict student’s scientific literacy. (2) The teacher’s autonomy support had significant contextual effects, and could positively predict the scientific literacy of the middle school students. (3) The influence of individual level variables on scientific literacy was not moderated by teacher’s autonomy support. At last, the suggestions of instructional practice and future research are proposed.