| Summary: | 碩士 === 國立臺灣師範大學 === 教育研究所 === 92 === 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.
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