本研究旨在探討國民小學學童文化資本、挫折容忍力與教學效能之關係,以桃園縣國民小學高年級學童為例,試圖了解桃園縣國民小學學童文化資本、挫折容忍力與自我效能之現況,分析不同背景變項受試者對此三個變項之差異情形、談討三個變項之間的相關、預測及因果關係,並探究桃園縣各鄉鎮市國民小學在上述變項得分之群聚情形。本研究採問卷調查法,以桃園縣37 所公立國民小學高年級學童為研究母群,抽取795 位學童為研究樣本,以「桃園縣國民小學學童文化資本、挫折容忍力與自我效能問卷」為研究工具實施調查。資料處理以描述性統計、t 考驗、F 考驗、積差相關、多元迴歸、結構方程式與階層集群分析等統計方法進行資料分析。本研究結果如下: 一、桃園縣國民小學國民小學學童文化資本、挫折容忍力與自我效能之現況佳。 二、不同背景變項受試者對國民小學學童文化資本、挫折容忍力與自我效能知覺有所不同。 三、國民小學學童文化資本、挫折容忍力與自我效能呈現中度相關。 四、國民小學學童文化資本、挫折容忍力對自我效能具有預測力。 五、國民小學學童文化資本、挫折容忍力與自我效能三者之間具因果關係,挫折容忍力是國民小學學童文化資本與自我效能的中介變項。 六、桃園縣各鄉鎮市國民小學在國民小學學童文化資本、挫折容忍力與自我效能有群聚關係。 本研究依據上述結果,提出相關建議如下: 一、給予弱勢資源補助,弭平文化資本差異 二、廣開藝術性質社團,平衡文化培育情形 三、提供多元展能機會,引導正向積極學習
This study was aimed to investigate the current situation, different background variables effect, correlations, forecast, and intermediary effect among elementary school students’ cultural capital , frustration tolerance and self-efficacy in Taoyuan County. The method adopted in this study was survey research. Adopting stratified random sampling, data were collected from 795 samples in 37 schools. All data collected were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, multiple regression, SEM, and cluster analysis. The conclusions are as follows: 1. The cultural capital, frustration tolerance and self-efficacy perceived by the elementary schools students in Taoyuan County are significantly above theoretical average. 2. Students with different background variables have significantly different perception in cultural capital, frustration tolerance and self-efficacy of public elementary schools in Taoyuan County. 3. There is a moderate correlation between every two variables of cultural capital, frustration tolerance and self-efficacy. 4. Cultural capital and frustration tolerance have the significant prediction toward self-efficacy. 5. Frustration tolerance is a moderate variable between cultural capital and self-efficacy. 6. In Taoyuan County, every county city, township and town presents in different groups in this research with three variable scores. Based on the results above, the study offers suggestions : 1. Educational administration should give disadvantaged students more resources to balance the differences in cultural capital. 2. Schools should increase the art associations to balance the cultural cultivation. 3. Teachers should provide performance opportunities to guide students learn actively.