| Summary: | 碩士 === 國立屏東教育大學 === 教育行政研究所 === 95 === This research aims to investigate cultural capital holdings and school-adaptation of primary school students. Research analysis focuses on the relationship built between family cultural capital holdings and the school-adaptation of students. After adapting an quantitative methodology, this research intends to explore how family background makes difference on students cultural capital holdings and school-adaptation, and correlation between cultural capital holdings and school-adaptation. The main purpose is to predict various patterns of school adaptations of students via discussing different family backgrounds and cultural capital holdings going with primary school students.
Research observations are obtained by questionnaire. The questionnaire is designed according to related literature reviews, and 1166 school children in Ping-dong country are selected as research samples. Among those who are selected, 1166 primary school students, 574 are in the fourth-grade of primary school, and the rest 592 are located in the sixth-grade of primary school. Eventually, 1162 valid questionnaires have been returned, which comes to a return rate by 99.7%. With coding from participants, statistics- mean, standard deviation, and t-test have been adapted as testing different variations. Furthermore, we investigate relationship between dependent and independent variables by using analysis one-way analysis of variance (ANOVA), Prudut-moment correlation, and stepwise multiple regression analysis.
Following research findings are obtained:
1. Cultural capital holdings and school-adaptation situation of primary school children are fairly good in Ping-dong county.
2. Cultural capital holdings of middle-grade school children are higher than those of high-grade school children; middle-grade school-children get adapted to school better than high-grade school-children.
3. Girls have higher cultural capital holdings than boys, and girls get adapted to school better than boys.
4. School children from complete-structured families have higher cultural capital holdings than those from incomplete-structured families.
5. Completeness of family structure and residence area is not significantly influential with the relationship between school children and schoolteachers.
6. School children with two siblings and above have significant dilution effect only on cultural participation; however, the number of siblings does not have effect on other aspects and school-adaptation of these children.
7. School children with high socio-economic status have higher cultural capital holdings than those with middle or low socio-economic status.
8. School children in urban area have higher cultural capital holdings than those in rural area; also, school children in urban area get adapted to school better than those in rural area.
9. Cultural capital holdings of school children are highly correlated with their adaptation to schools.
10. School-adaptation of school children can be effectively foreseen by their cultural capital holdings; particularly, learning habits of school children has a highest foreseeing capability with children’s school-adaptation.
According to aforementioned findings, I propose a few practical suggestions to the education authorities, school administrators, educators, and children’s parents.
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