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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6607

Title: 台中縣市國中學生文化資本、學校社會資本與英語科學業成就之關係研究
Other Titles: The Relationships of Junior High School Students' Cultural Capital, School Social Capital and English Academic Achievement inTaichung City and Taichung County
Authors: 朱建宗
Contributors: 吳璧如
朱建宗
Chien-Tsung Chu
Keywords: 文化資本;學校社會資本;英語科學業成就
cultural capital;school social capital;English academic achievement
Date: 2006
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 摘要

本研究旨在探討台中縣、市國中學生的文化資本、學校社會資本與英語科學業成就的關係。採問卷調查法進行;研究樣本為台中縣、市公立國中935位學生;研究工具包括「文化資本量表」、「師生關係量表」及「同儕關係量表」;採描述統計、單因子多變量變異數分析、皮爾森積差相關、典型相關、多元迴歸與階層多元迴歸等統計方法分析資料。
本研究獲致的研究結果如下:
一、台中縣、市國中學生擁有較多的學校社會資本,但文化資本較不足
二、台中縣、市國中女生擁有的文化資本及學校社會資本均多於男生
三、中高家庭社經地位的台中縣、市國中學生比家庭低社經地位者擁有較多文化資本,但兩者的學校社會資本沒有差異
四、雙親家庭的台中縣、市國中學生比非雙親家庭者擁有較多文化資本,但學校社會資本沒有差異
五、都市地區和非都市地區的台中縣、市國中學生所擁有的文化資本及學校社會資本沒有差異
六、台中縣、市國中學生擁有的文化資本越多,則其英語科學業成就越佳
七、台中縣、市國中學生擁有的學校社會資本越多,則其英語科學業成就越佳
八、台中縣、市國中學生擁有的文化資本越多,則其學校社會資本也越多
九、台中縣、市國中學生的學校社會資本在文化資本與英語科學業成就之間具有中介作用
十、台中縣、市國中學生的背景變項、文化資本及學校社會資本對英語科學業成就有預測作用
The Relationships of Junior High School Students' Cultural Capital, School Social Capital and English Academic achievement in Taichung City and Taichung County

Chien-Tsung Chu

Abstract
The purpose of this study was to examine the relationships of cultural capital, school social capital and English academic achievement among junior high students in Taichung City and Taichung County. A total of 935 students responded to a set of instruments, including the Cultural Capital Scale, the Teacher-Student Relationship Scale, and the Peer Relationship Scale. The descriptive statistics, one-way MANOVA, Pearson product-moment correlation, canonical correlation, multiple regression and hierarchical multiple regression were used to analyze data.
The results indicated that students had more school social capital but limited cultural capital. Female students had more cultural capital and school social capital than male ones. Students with high intermediate SES had more cultural capital than those with low SES. Students from two-parent families had more cultural capital than those from non two-parent families. The more cultural capital and school social capital the students had, the higher grades the students had. The more cultural capital the students had, the more school social capital the students had. There were significant correlations among students’ cultural capital, school social capital and English academic achievement. The effect of the students’ cultural capital on their English academic achievement was mediated by school social capital. Finally, background variables, cultural capital and school social capital could significantly predict English academic achievement.
Appears in Collections:[教育研究所] 博碩士論文

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