| Summary: | 碩士 === 國立新竹教育大學 === 人力資源發展研究所 === 100 === The purpose of this research is to explore the impact of cultural capital of aboriginal areas’ family and school on students’ academic achievement. The study covers teachers and students of the third grade through the sixth grade of twelve elementary schools of Fu-hsing village, Tao-yuan County. Total 495 copies of questionnaire were sent out and 433 copies collected with a valid response rate of 88%. The questionnaire data was analyzed by Descriptive Statistics, Pearson Product-moment Correlation Analysis and Multiple Regression. The research results are showed as follows:
1.The aboriginal areas’ students’ had middle level of perception for cultural capital of family；among which, the item of “embodied state”had the best performance.
2.The aboriginal areas’ teachers’ had middle and high levels of perception for cultural capital of school.
3.The cultural capital of aboriginal areas’ family vary with family, educational, occupational backgrounds and social-economic positions of parents.
4.There was significant correlation among cultural capital of family and students’ academic achievement.
5.There was significant correlation among cultural capital of school and students’ academic achievement.
6.The highest predicition among cultural capital of family is “embodied state”.
7.The highest predicition among cultural capital of school is “institutionalized state”.
8.The prediction level of cultural capital of school was higher than the prediction level of cultural capital of family.
In conclusion, according to the research results, literature review and empirical data analysis, this study has proposed some suggestions for education administrators, schools, parents and follow-up researches.
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