台灣地區國中學生文化資本、習性與學業成就之關係

The effects of cultural capital and habitus on junior high school students' academic achievement in Taiwan

陳曉佳(Chen Hsiao Chia)

指導教授 ： 張建成

國立臺灣師範大學/教育學院/教育學系/碩士(2003年)

摘要

過去雖不乏國內外文化資本與學業成就的相關研究，但在研究結果上卻無一致的結論，本研究使用TEPS此一全國性之資料庫，再一次探討文化資本對學業成就的影響，再者，因僅探討文化資本並無法獲知文化再製論的全貌，因此本研究也將探討習性在學校中的作用。此外，以性別角度切入的相關研究之結果也無一致的結果，本研究將從性別的角度出發，查看文化資本對不同性別之國中學生學業成就的影響力。研究目的如下：
一、分析學生性別、家庭社經地位與文化資本、習性的關係。
二、了解學生性別、家庭社經地位與學業成就的關係。
三、探討文化資本、習性與不同性別與家庭社經地位的國中學生學業成就之關聯。
本研究採取量化研究，以平均數和標準差分析各變項的分佈情形；以獨立樣本t考驗與單因子變異數分析以驗證假設一與假設二；以積差相關分析假設三文化資本、習性與學業成就的相關程度；以線性迴歸分析瞭解假設四背景與中介變項對學業成就的預測力。經過上述的統計方法分析，獲致下述結論：
壹、國中女學生文化資本與習性的累積多於國中男學生。
貳、家庭社經地位愈高，文化資本與習性的累積愈多。
參、國中女學生之學業成就高於國中男學生。
肆、家庭社經地位愈高，學業成就愈好。
伍、家庭社經地位透過文化資本與習性間接影響學業成就。
陸、客觀化文化資本、形神化文化資本與習性對學業成就的影響有差異。
柒、女生因文化資本、習性所得的學業成就回饋較男生多。
捌、文化資本、習性對學業成就的影響有社經地位之差異。
基於上述結論，本研究根據文獻提出相關討論及未來研究的建議，備供參酌。

關鍵字

文化資本 ； 習性 ； 家庭社經地位 ； 學業成就

並列摘要

In the past, there were lots of studies about the effects of cultural capital on educational success in the past decades. These studies reached contradictory conclusions. Besides, few studies have considered the role that habitus plays in educational outcomes. In this study TEPS(), a nationwide database will be performed to analyze the effects of cultural capital on academic performance . Moreover, this study analyses the relationship between the habitus of all the seventh-grade boys and girls and their educational outcomes. In addition, effects of cultural capital and habitus on different genders’ school performance are employed. The purposes of study are as follows:
1. Analyse the relationship between students’ gender, SES, and cultural capital , habitus.
2. Understand the relationship between students’ gender, SES, and academic performance.
3. Explore the effects of cultural capital and habitus on the academic performance of the students of different genders and from different SES.
This study applies quantitative research methods to analyze the data. Descriptive statistics are reported as mean and SD for continuous variables. Statistical assessment are two-tailed and evaluated at singnificance level of 0.05. Continuous variables are analyzed using two sample independent t-test and ANOVA. In addition, pearson correlation coefficient and regression analyses are performed. The major findings are as follows:
1.Girl students’ accumulation of cultural capital and habitus is more than boy students’.
2.The higher SES, the more cultural capital and status of students.
3.Academic achievements of girl students are better than those of boy students.
4.Academic achievements of higher SES students are better than those of lower SES students.
5.SES affects academic achievement through cultural capital and habitus.
6.The effects of objectified cultural capital, emobodied cultural capital, and hubitus on academic achievement are different.
7.Girl students’ returns of academic achievement through cultural capital and habitus are more than that of boys’.
8.The effects of cultural and habitus on academic achievement differs in SES.

並列關鍵字

cultural capital ； habitus ； SES ； Academic achievement

參考文獻

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