宜蘭縣國中三年級學生文化資本、師生關係及學業成就關係之研究

• Main Authors: LIN, YING-CHING, 林映青
• Other Authors: CHEN,YI-FEN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/04672972401780347403

碩士 === 佛光大學 === 社會學系 === 105 === The purpose of this research is to discuss the impact of cultural capital and teacher–student relationships on the academic achievements of junior high school students in Yilan County. There were four research objectives: First, to understand exerting circumstance of cultural capital, teacher–student relationships and academic achievements of the third grader of the junior high school students in Yilan County. Second, to compare differences of cultural capital, teacher–student relationships and academic achievements among those students under different backgrounds. Third, to analyze the correlation between cultural capital, teacher–student relationships and academic achievements of the students. Fourth, to discuss influences that background variables, cultural capital and teacher–student relationships make on academic achievements of the students. The student employed questionnaire survey. Taking the customized “Questionnaire of cultural capital, teacher–student relationships of junior high school students in Yilan County and their academic achievements” as the research tools, and the study adopts the stratified clustering method to gather samples. 504 valid samples were collected. Research results are listed as below: 1. The cultural capital of junior high school students in Yilan County is below average. The teacher–student relationships of junior high school students in Yilan County is above average. 2. Variable backgrounds would cause significant differences in the cultural capital and academic achievements, but only affect a small part in the teacher-student relationships. 3. The cultural capital of the Yilan junior high third graders is highly relevant with the teacher-student relationships, and so is their cutural capital and academic acievements, teacher-student relationships and academic achievements. 4. The cultural capital of third graders have great impact on teacher-student relationships. 5. The general cultural activities, reading habits at home, and educational facilities at home of the cutural capital have positive influences on student achievements. While the life relationship of teacher-student relationship positively influences student achievements, the counseling relationships acts negatively. In conclusion, according to the research results, this study has proposed some suggestions for education administrators, teachers, parents, and follow-up researches.