新移民子女文化資本、人際關係與學校適應之相關研究-以桃園市龍岡地區國中生為例

A Study on the Relationships among New Immigrant Children's Cultural Capital, Interpersonal Relationships and School Adaptation– Take Secondary SchoolStudents of Lung-Gang Area in Taoyuna City as an Example

黃綱維(Kang-Wei Huang)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800179

摘要

本研究旨在探討桃園市龍岡地區新移民國中學生文化資本、人際關係與學校適應之現況，分析不同背景變項之差異及相關情形，並探討三者因果徑路關係。本研究採取的研究方法為問卷調查法，以桃園市龍岡地區新移民國中學生為研究對象，普查龍岡地區三所學校之450位新移民國中學生，以「國中生文化資本、人際關係與學校適應問卷」為研究工具實施調查研究。問卷回收後取得373份問卷，以描述性統計、平均數分析及單因子變異數分析、皮爾森積差相關與結構方程模式等統計方法進行資料分析。
本研究結果如下：
一、 桃園市國民中學文化資本現況呈「中低」程度、人際關係現況呈「中高」程度，學校適應現況呈「中高」程度表現。
二、文化資本因性別、家中子女數、排行序與父母親教育程度之不同而有差異。
三、人際關係因性別、是否擔任班級幹部之不同而有差異。
四、學校適應因是否擔任班級幹部之不同而有差異。
五、文化資本與人際關係有顯著低度正相關。
六、文化資本與學校適應有顯著中度正相關。
七、人際關係與學校適應有顯著高度正相關。

關鍵字

文化資本 ； 人際關係 ； 學校適應

並列摘要

The purpose of this study is to investigate the current situation of secondary school students' cultural capital, interpersonal relationships and school adaptation in the new immigrants in Lung-Gang area in Taoyuan City, and to analyze the differences and related situations of different background variables and to explore the relationship between the three. The research method adopted in this study was the questionnaire survey method. The study focused on the new immigrant secondary school students in the Lung-Gang area in Taoyuan City. The survey included 450 new immigrant secondary school students from three schools in the Lung-Gang area. After questionnaires were collected, 373 questionnaires were obtained. Data were analyzed by descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and SEM.
The conclusions are as follows:
1. The current status of the cultural capital of the secondary school in Taoyuan City is “medium to low”, and the current status of interpersonal relationships is “medium high”. The school’s adaptation status is “medium high”.
2. Cultural capital varies according to gender, number of children at home, ranking order, and parental education.
3.There are differences in human relations due to differences in gender and whether they are class cadres.
4. School adjustments vary depending on whether they are class cadres.
5. There is a significant positive correlation between cultural capital and human relationships.
6. There is a significant positive correlation between cultural capital and school adaptation.
7. There is a significant positive correlation between human relationships and school adaptation.

並列關鍵字

cultural capital ； interpersonal relationships ； school adaptation

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