桃園縣國民小學高年級學生文化資本、自我概念 與學習適應關係之研究

The Study on the Relationships among Cultural Capital, Self-Concept and Learning Adjustment of the 5th and 6th Grades in Elementary Schools in Taoyuan County

李玉鳳(Yu-Feng Lee)

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(2012年)

https://doi.org/10.6840/cycu201200380

摘要

本研究旨在探討桃園縣國小高年級學生文化資本、自我概念與學習適應的現況，並分析不同背景變項之差異、相關與預測情形。以桃園縣公立國民小學高年級學生為研究母群體，分層隨機抽取53所學校，1173位國小高年級學生為研究樣本，以「桃園縣國民小高年級學生文化資本、自我概念與學習適應問卷」為研究實施工具。問卷回收後分別以描述性統計、單因子變異數分析、皮爾遜積差相關、典型相關、多元迴歸、結構方程式與集群分析等統計方法進行資料分析。本研究結果歸納如下：
一、桃園縣國民小學高年級學生文化資本、自我概念與學習適應現況佳。
二、桃園縣國民小學高年級學生文化資本分構面以「閱讀習慣」最高，「教育設施」最低；自我概念分構面以「家庭自我概念」最高，「學校自我概念」最低；學習適應分構面以「學習環境」最高，「學習方法」最低。
三、整體文化資本顯著性考驗上，受試學生在性別、是否為獨生子女、排行序、父母教育程度與父母職業類別有顯著差異。
四、整體自我概念顯著性考驗上，受試學生在父母教育程度、父母職業類別與學校位置有顯著差異。
五、整體學習適應顯著性考驗上，受試學生在性別、父母教育程度與父母職業類別有顯著差異。
六、文化資本、自我概念、學習適應三個構面彼此之間呈中度正相關。
七、文化資本、與自我概念各構面中以「學校自我概念」對於整體學習適應最具預測力。
八、桃園縣各鄉鎮市國民小學透過集群分析發現桃園縣各鄉鎮市有群聚關係。
最後根據上述研究結論，進一步提出相關建議，以做為教育行政機關、學校、教師家長、學生及未來後續研究之參考。

關鍵字

學習適應 ； 自我概念 ； 文化資本

並列摘要

The purpose of this study was to explore the current situation, different background variables effect, correlations, forecast, and intermediary effect among cultural capital, self-concept, and learning adjustment of the 5th and 6th grade students of elementary schools in Taoyuan County. The methodology of this research was survey research. The questionnaires were constructed into three subscales: cultural capital, self-concept and learning adjustment. The questionnaires were administered to 1,173 5th and 6th graders from 53 elementary schools in Taoyuan County. All data collected were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, canonical correlation, multiple regression, SEM, and cluster analysis.
The major findings are as follows: current situation
1. The cultural capital, self-concept, and learning adjustment perceived by the 5th and 6th grade students of elementary schools in Taoyuan County are all significantly above theoretical average.
2. The highest dimension of Taoyan County 5th and 6th elementary school students’ cultural capital is “educational facilities”, the lowest one is “cultural activities”. The highest dimension of self-concept is “family self-concept”, and the lowest one is “personal self-concept”. The highest dimension of learning adjustment is “learning environment”, and the lowest one is “learning methods”
3. There are significant differences in cultural capital in terms of the students’ demographic variables such as different family structures, family socioeconomic status, area of residence of the 5th and 6th elementary school students.
4. Different backgrounds, family structures, family socioeconomic status have significant differences to self-concept and learning adjustment to the 5th and 6th Grades in elementary schools in Taoyuan County.
5. There are positive correlations among cultural capital, self-concept, and learning adjustment.
6. Among the cultural capital and self-concept aspects, “culture cultivation” effects learning adjustment most.
7. In Taoyuan County, every county city, township and town presents in different groups in this research with three variable scores.
Finally, according to the findings above, suggestions are given to educational administrations, schools, teachers, parents, students and future research.

並列關鍵字

seft-concept ； learning adjustment ； culture capital

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