期刊目錄列表 - 60卷(2015) - 【教育科學研究期刊】60(4) 十二月刊(本期專題:扶助弱勢學生)
Directory

(專題)國中身心障礙學生家庭社經地位、社會資本、文化資本、財務資本與學習成果之關係研究
作者:黃瓊儀(臺北市立雙園國民小學)、吳怡慧(臺北市立大學特殊教育學系)、游錦雲(臺北市立大學心理與諮商學系)

卷期:60卷第4期
日期:2015年12月
頁碼:129-160
DOI:10.6209/JORIES.2015.60(4).05
 

摘要:

本研究主要目的在探討七年級身心障礙學生家庭社經地位、社會資本、文化資本與財務資本對學習成果之影響。本研究使用特殊教育長期追蹤資料庫(Special Needs Education Longitudinal, SNELS)所蒐集的967位身心障礙學生資料,透過結構方程模式來檢定家庭社經地位對社會資本、文化資本、財務資本與學習成果的直接效果,以及探討家庭社經地位透過社會資本、文化資本與財務資本而影響學習成果之中介效果。研究結果顯示:家庭社經地位對多面向學習成果皆為負向影響,而家庭社經地位對社會資本、文化資本、財務資本皆有正向顯著影響,且透過社會資本、文化資本及財務資本對多面向學習成果有正向顯著的間接效果。針對前述研究結果,提出相關討論與建議。
 

關鍵詞:文化資本、社會資本、特殊教育長期追蹤資料庫、財務資本、學習成果

《詳全文》 檔名

參考文獻:
    1. 王天苗(2014)。特殊教育長期追蹤資料庫:97 學年度國中問卷(D00095)。取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。doi:10.6141/TWSRDA-D00095-1【Wang, T.-M. (2014). Special Needs Educational Longitudinal Study (SNELS): Junior high school questionnaires in the school year of 2008 (D00095). Retrieved from Survey Research Data Archive, Academia Sinica. doi:10.6141/TW-SRDA-D00095-1】
    2. 王麗雲、游錦雲(2005)。學童社經背景與暑期經驗對暑期學習成就進展影響之研究。教育研究集刊,51(4),1-41。【Wang, L.-Y., & You, J.-Y. (2005). The influence of children’s socioeconomic status and summer experiences on their achievement progress in the summer. Bulletin of Educational Research, 51(4), 1-41.】
    3. 李文益、黃毅志(2004)。文化資本、社會資本與學生成就的關聯性之研究-以臺東師院為例。台東大學教育學報,15(2),23-58。【Lee, W.-Y., & Hwang, Y.-J. (2004). The study on relationship among cultural capital, social capital and students’achievement-An example of national Taitung teachers college. NTTU Educational Research Journal, 15(2),23-58.】
    4. 李敦仁(2007)。人力資本、財務資本、社會資本與教育成就關聯性之研究:Coleman家庭資源理論模式之驗證。教育與心理研究,30(3),111-141。【Lee, D.-R. (2007). An empirical study on the relationship between human capital, financial capital, social capital and educational achievement: A test of Coleman family resources model. Journal of Education & Psychology,30(3), 111-141.】
    5. 李敦仁、余民寧(2005)。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證:以TEPS 資料庫資料為例。臺灣教育社會學研究,5(2),1-48。【Lee, D.-R., & Yu, M.-N. (2005). The verification of a structural equation model on SES, siblings, household education resources and educational achievement: Using the empirical data of the 2001 TEPS. Taiwan Journal of Sociology of Education, 5(2), 1-48.】
» 展開更多
中文APA引文格式黃瓊儀、吳怡慧、游錦雲(2015)。國中身心障礙學生家庭社經地位、社會資本、文化資本、財務資本與學習成果之關係研究。教育科學研究期刊60(4),129-160。doi:10.6209/JORIES.2015.60(4).05
APA Format
Huang, C.-Y., Wu, I.-H., & Yu, C.-Y. (2015). Relationships Among Family Socioeconomic Status, Social Capital, Cultural Capital, Financial Capital, and the Learning Outcomes of Junior High School Students With Disabilities. Journal of Research in Education Sciences, 60(4), 129-160. doi:10.6209/JORIES.2015.60(4).05

Journal directory listing - Volume 60 (2015) - Journal of Research in Education Sciences【60(4)】December (Special Issue: Support for disadvantaged students)
Directory

(Special Issue) Relationships Among Family Socioeconomic Status, Social Capital, Cultural Capital, Financial Capital, and the Learning Outcomes of Junior High School Students With Disabilities
Author: Chiung-Yi Huang(Taipei Shuang Yuan Primary School), I-Hwey Wu(Department of Special Education, University of Taipe), Ching-Yun Yu(Department of Psychology and Counseling, University of Taipei)

Vol.&No.:Vol. 60, No. 4
Date:December 2015
Pages:129-160
DOI:10.6209/JORIES.2015.60(4).05

Abstract:

The purpose of this study was to explore the relationships among family socioeconomic status (SES), family resources, and students’ learning outcomes. A sample of 967 junior high school students with disabilities was drawn from the surveys of Special Needs Education Longitudinal Study. Based on previous empirical research and theory, the present study developed and verified a causal model of family SES as an exogenous variable and learning outcomes as an endogenous variable by using structural equation modeling. We also evaluated the roles of social capital, cultural capital, and financial capital as mediating variables. The findings showed that SES negatively affected learning outcomes but positively affected social capital, cultural capital, and financial capital. Social capital, cultural capital, and financial capital had significant mediating effects on the relationship between family SES and learning outcomes. This study proposes relevant suggestions based on the findings.

Keywords:cultural capital, social capital, SNELS, financial capital, learning outcomes