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题名: 原住民國中生文化資本、族群認同與學業成就之相關研究
其它题名: The Relationships among Cultural Capital, Ethnic Identity and Academic Achievement of Aboriginal Junior High School Students
作者: 陳正祥
贡献者: 黃德祥
陳正祥
CHEN, JENG-HSIANG
关键词: 原住民國中生;文化資本;族群認同;學業成就
Aboriginal junior high students;Cultural capital;Ethnic identity;Academic achievement
日期: 2005
上传时间: 2010-12-03
描述: 碩士
教育研究所
摘要: 本研究之主要目的在探討原住民國中生之文化資本、族群認同與學業成就的相關情形，並探究不同性別、年級及不同居住地區之原住民國中生在文化資本與族群認同之差異情形。本研究之受試者為1,044位原住民地區國中學生；研究工具包括「文化資本量表」及「族群認同量表」。本研究以描述性統計分析、單因子多變量變異數分析、皮爾森積差相關、典型相關及逐步多元迴歸分析等統計方式進行資料分析。
本研究之主要發現如下：
一、 原住民國中女生比男生有較高的族群認同程度。
二、 隨著年級的增加，原住民國中生的母語能力愈佳。
三、 隨著年級的增加，原住民國中生的族群認同程度愈高。
四、 居住在南部地區的原住民國中生所擁有的文化資本與其族群認同程度皆顯著地高於其他地區的學生。
五、 原住民國中生的文化資本、族群認同與學業成就兩者之間互相具有顯著正相關。
六、 文化資本中的「家庭文化環境」、「家庭文化參與」及「母語能力」層面與族群認同中的「族群歸屬感」及「族群自我認定」層面有正相關。
七、 原住民國中生的「負面文化資本」對學業成就具有顯著的預測作用。
八、 原住民國中生的「族群意識」、「族群歸屬感」與「族群態度」對學業成就具有顯著的預測作用。

本研究最後根據研究發現提出各項建議，供學生本身與家長、教師、學校及教育行政單位與未來研究之參考。
　　The main purpose of this study was to explore the relationships among cultural capital, ethnic identity, and academic achievement of aboriginal junior high students. The study examined the differences of cultural capital and ethnic identity in different gender, grade, and living areas. A total of 1,044 aboriginal junior high students were randomly selected from aboriginal areas in Taiwan. They completed a set of instruments assessing their cultural capital and ethnic identity. The statistical methods used to analyze the data were descriptive statistics, One-way MANOVA, product-moment correlation, canonical correlation, and stepwise regression analysis.

　　The main findings of this study were summarized as follows:
1. The level of aboriginal junior high school girl students’ ethnic identity were significantly higher than that of boy students.
2. The higher grade students were, the better mother tongue ability students had.
3. The higher grade students were, the higher level of ethnic identity students had.
4. Aboriginal junior high school students who lived in south Taiwan had higher cultural capital and ethnic identity than those in other areas in Taiwan.
5. There were significant positive correlations among the cultural capital, ethnic identity, and academic achievement.
6. There were significant canonical correlations among family cultural participation, family cultural environment, mother tongue ability, ethnic sense of belonging, and ethnic self-identification.
7. Students’ negative cultural capital could significantly predict their academic achievement.
8. Students’ ethnic awareness, ethnic sense of belonging, and ethnic attitudes could significantly predict their academic achievement.

Finally, some suggestions for students themselves, parents, teachers, schools, and future research were proposed according to the results.
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