Based on Coleman's family social capital theory, this study extended the study of Wisconsin model to explore the influential mechanism of students' educational aspiration and the differences among Hans, aborigines, and new immigrants. The study used partial least squares techniques to analyze the data from Pingtung Education Longitudinal Survey for the sixth graders in 2012. Results indicate that having higher family socioeconomic status (SES), students get better academic performance, perceive higher parental educational expectation, and own more family social capital, thus enhancing their educational aspiration. Second, after controlling academic performance, parental educational expectation, and family social capital, the effect of SES on students' educational aspiration becomes non-significant. Important mediators in this influential mechanism were found. In terms of the racial multi-group comparison, owing to the strong effect of SES on academic performance, the differences of SES on different races are the main causes that result in the gap of academic performance and then exert an influence on educational aspiration.
|Translated title of the contribution||The Influential Mechanism of Students' Educational Aspiration Among Hans, Aborigines, and New Immigrants in Taiwan|
|Original language||Chinese (Traditional)|
|Journal||教育學報 ＝ Education Journal (TSSCI)|
|Publication status||Published - 2018 Jun|