國內探討學生出身背景透過中介變項對學業成就的研究很多，不過探討原漢族群與各出身背景透過中介變項對學業成就的研究則很少。本研究採用「台灣教育長期追蹤資料庫」（TEPS）全國性的國三生大樣本資料，探討原漢族群與各出身背景透過社會資本、文化資本、財務資本對學業成就影響的因果機制。研究結果發現，國三生擁有的「母親參與學業」、「父母教育期望」、「校內課輔」、「校外補習」、「家庭教育設備」越多，越有利於提高學業成就。學業成績滿分為71分，原住民學生平均學業成績較本省閩南人低10.1分，其中的5.33分除了可歸因於原住民的家庭背景較漢人差之外，還可歸因於有較低的「父母教育期望」、較少的「校內課輔」、較少的「校外補習」、較少的「家庭教育設備」。

In Taiwan, there are many researches to explore the effects of students backgrounds through mediations on their academic achievement. However, there are few studies to focus on the influences of Aborigines and Hans. This study is to use the national data of Taiwan Education Panel Survey (TEPS) with the ninth graders as sampling. The purpose of this studies to analyze the causal mechanism of Aborigines and Hans, and other background variables through social, cultural, and financial capitals as mediation on the ninth graders academic achievement. This study indicates that the more mothers involvement, parental educational expectation, academic assistance from school, cramming, and educational equipment they have, the more advantageous academic achievement they get. The full score of the academic grades is 71 scores, whereas the average of aboriginal students academic grades is lower 10.1 scores than Min-nans. The meaning of 5.33 scores in 10.1 scores is explained the reason why the aboriginal family background is lower than Hans, and weaker parental education expectation, less academic assistance from schools, less cramming, as well as less educational equipment at home.