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