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課後學生自主的時間能否自己自律繼續學習，是值得關注的議題。本研究欲瞭解學生從國中到高中自律學習發展情況，以台灣教育長期追蹤資料庫的2,939個追蹤樣本，進行潛在成長曲線模型分析。在本研究的假設模型中發現：兩性學生在自律學習的假設模型無顯著差異，而且國中高自律學習的學生到高中的自律學習成長有限；國中低自律學習的學生到高中自律學習成長幅度較大。至於學生家庭社經地位愈高、父母學校參與和接納的程度愈高，學生國中時期的自律學習情況會愈好；但是學生家庭社經地位愈高、父母學校參與程度愈高，對於學生國中到高中自律學習成長有限，至於父母接納則無顯著影響關係。另外，國中自律學習良好的學生，有較良好的分析能力；但是自律學習無法有效預測分析能力的成長情況。本研究將依據上述研究結果提出相關結論與建議以供參考

Students’ self-regulated learning (SRL) is an important topic. This study examines the development of self-regulated learning and math achievement. The sample from the 4th- to 6th-grade elementary schools students. Structural equation modeling with the latent growth curve models is employed to analyze the data. The analysis results are as follows: The gender differences really exist regarding the development of SRL. Between self-regulated’ slope and math achievement’s slope and between self-regulated’ intercept and math achievement’s intercept both have positive relationships. In all students sample and girl’s sample, they have a negative relationship between self-regulated’ slope and intercept. The growth of self-regulated learning is curve, not linear, so could not accurately predict the trend of self-regulated learning in future. Girls’ self-regulated learning are better than boys’, but boys’ growth rate are better than girls’. Boys’ math achievements are better than girls’, and the growth rate is too. Bnd

目標：老人群體走向「僅與配偶同住」與「獨居」之比例持續上升。過去研究鮮少以動態觀點分析老人居住安排與醫療服務使用情形，因此本研究著眼於填補此知識缺口。方法：本研究以「台灣地區中老年身心社會生活狀況長期追蹤調查」1989~2003年共五波資料為研究資料，運用潛在成長曲線模型探討老人居住安排動態變化對於各醫療服務使用面向之長期風險關聯。結果：透過六種居住安排變動經驗之動態分析角度，研究結果指出累積居住安排內容變動次數越多，僅在住院天數的相對風險變化趨勢有關。居住安排內容轉變為獨居者，雖減少西醫門診與急診使用，但對於住院次數與住院日數的相對風險逐年增加；有配偶之居住內容維繫，則顯著減少住院之長期風險。結論：本文透過國家級長期追蹤資料之實證分析基礎，提出二項核心對比：第一為簡單式與複雜式之居住安排比較，第二則為有無配偶之居住安排比較。掌握此二項核心對比將有助於了解老人居住安排動態變化對於醫療服務使用長期風險的不同影響面貌。

課後學生自主的時間能否自己自律繼續學習，是值得關注的議題。本研究欲瞭解學生從國中到高中自律學習發展情況，以台灣教育長期追蹤資料庫的2,939個追蹤樣本，進行潛在成長曲線模型分析。在本研究的假設模型中發現：兩性學生在自律學習的假設模型無顯著差異，而且國中高自律學習的學生到高中的自律學習成長有限；國中低自律學習的學生到高中自律學習成長幅度較大。至於學生家庭社經地位愈高、父母學校參與和接納的程度愈高，學生國中時期的自律學習情況會愈好；但是學生家庭社經地位愈高、父母學校參與程度愈高，對於學生國中到高中自律學習成長有限，至於父母接納則無顯著影響關係。另外，國中自律學習良好的學生，有較良好的分析能力；但是自律學習無法有效預測分析能力的成長情況。本研究將依據上述研究結果提出相關結論與建議以供參考。 Students self-regulating their learning after school is an important topic. This study examines the development of self-regulation learning (SRL) and analytical abilities using 2,939 samples from junior high schools and senior high schools. Data were collected from the Taiwan Education Panel Survey (TEPS). A latent growth curve model was employed to analyze the data. The analysis results are as follows: No gender differences exist regarding the development of SRL and analytical ability in both junior and senior high school students in Taiwan. Junior high school students with higher levels of SRL tend to make less SRL progress during senior high school, whereas students with lower SRL levels tend to make greater progress. Junior high school students with higher family socioeconomic status, greater parental involvement and acceptance, and superior SRL levels demonstrated less SRL progress in senior high school. Additionally, junior high school students with higher SRL levels tend to have greater analytical abilities. However, the SRL level of senior high school students could not accurately predict their analytical abilities. Based on these results, this study provides a number of conclusions and suggestions for practical applications and future research.

就學輔助措施乃協助經濟不利學生及文化不利學生的重要方式。本研究目的在分析經濟不利學生及文化不利學生參與就學輔助措施（學雜費減免、獎助學金、社團參與及課後輔導）對學業表現影響差異。本研究蒐集四波追蹤資料共計有效樣本5,895筆，針對就學輔導措施影響經濟不利學生及文化不利學生之學習成效進行縱斷面分析，進一步比較不同身分別學生的差異。潛在曲線成長模型（Latent growth curve modeling）分析結果發現：（1）短期內，各種輔助措施顯著影響學生學習成績表現；（2）長期而言，課輔參與對學生學期成績變動呈正向關聯，獎助學金與學期成績變動則是負向關係；（3）經濟不利學生及文化不利學生身份別對於就學輔助措施對學期成績的影響具有顯著干擾效果。本研究結果可作為未來學術及實務建議。