文化資本、學校社會資本對學業成績的影響－－比較臺東縣原、漢學生之差異

The Influence of Cultural Capital and School Social Capital on Students’ Academic Performance –A Comparison between Aboriginal and Han Students in TaiTung County

本研究採用「臺東縣教育長期研究資料庫」2005年所蒐集的國中二年級學生與家長樣本作分析，藉由多元迴歸分析與路徑分析，比較原住民與漢族學生的文化資本透過學校社會資本對學業成績影響的差異。本研究發現原住民與漢族學生兩者所擁有的精緻文化資本愈高，則良好師生關係就愈多，進而能夠提升學業成績。本研究中並沒有發現原住民學生的不利嗜好對學業成績有顯著影響，反而發現漢族學生的不利嗜好與不利休閒愈多，則良好師生關係會越少、不良師生關係會愈多，進而降低學業成績。原住民學生的不利嗜好會降低良好師生關係與提升不良師生關係，但並不會影響學業成績。原住民學生所具有的流行文化對於學業成績的影響比漢族學生大很多。

The study analyzed the “Taitung Educational Panel Survey” distributed to eighth graders and their parents in 2005. By multiple regression analysis and path analysis, this study compared the difference in academic performance between Aboriginal and Han students affected by cultural capital and school social capital. This study found that the more refined cultural capital both Aboriginal and Han students had, the more positive teacher-student relationship they had, and these led to better academic performance. This study did not find a significant impact of Aboriginal students’ disadvantageous hobbies on their academic performance. This study found that the more disadvantageous hobbies and leisure Han students were engaged in, the less positive teacher-student relationship and the more negative teacher-student relationship they had, and these led to poorer academic performance. The disadvantageous hobbies of Aboriginal students would reduce the positive teacher-student relationship and promote the negative teacher-student relationship, but these did not affect academic performance. The pop culture had a greater effect on Aboriginal students’ academic performance than Han students’.