過去雖不乏國內外文化資本與學業成就的相關研究，但在研究結果上卻無一致的結論，本研究使用TEPS此一全國性之資料庫，再一次探討文化資本對學業成就的影響，再者，因僅探討文化資本並無法獲知文化再製論的全貌，因此本研究也將探討習性在學校中的作用。此外，以性別角度切入的相關研究之結果也無一致的結果，本研究將從性別的角度出發，查看文化資本對不同性別之國中學生學業成就的影響力。研究目的如下：
一、分析學生性別、家庭社經地位與文化資本、習性的關係。
二、了解學生性別、家庭社經地位與學業成就的關係。
三、探討文化資本、習性與不同性別與家庭社經地位的國中學生學業成就之關聯。
本研究採取量化研究，以平均數和標準差分析各變項的分佈情形；以獨立樣本t考驗與單因子變異數分析以驗證假設一與假設二；以積差相關分析假設三文化資本、習性與學業成就的相關程度；以線性迴歸分析瞭解假設四背景與中介變項對學業成就的預測力。經過上述的統計方法分析，獲致下述結論：
壹、國中女學生文化資本與習性的累積多於國中男學生。
貳、家庭社經地位愈高，文化資本與習性的累積愈多。
參、國中女學生之學業成就高於國中男學生。
肆、家庭社經地位愈高，學業成就愈好。
伍、家庭社經地位透過文化資本與習性間接影響學業成就。
陸、客觀化文化資本、形神化文化資本與習性對學業成就的影響有差異。
柒、女生因文化資本、習性所得的學業成就回饋較男生多。
捌、文化資本、習性對學業成就的影響有社經地位之差異。
基於上述結論，本研究根據文獻提出相關討論及未來研究的建議，備供參酌。

In the past, there were lots of studies about the effects of cultural capital on educational success in the past decades. These studies reached contradictory conclusions. Besides, few studies have considered the role that habitus plays in educational outcomes. In this study TEPS(), a nationwide database will be performed to analyze the effects of cultural capital on academic performance . Moreover, this study analyses the relationship between the habitus of all the seventh-grade boys and girls and their educational outcomes. In addition, effects of cultural capital and habitus on different genders’ school performance are employed. The purposes of study are as follows:
1. Analyse the relationship between students’ gender, SES, and cultural capital , habitus.
2. Understand the relationship between students’ gender, SES, and academic performance.
3. Explore the effects of cultural capital and habitus on the academic performance of the students of different genders and from different SES.
This study applies quantitative research methods to analyze the data. Descriptive statistics are reported as mean and SD for continuous variables. Statistical assessment are two-tailed and evaluated at singnificance level of 0.05. Continuous variables are analyzed using two sample independent t-test and ANOVA. In addition, pearson correlation coefficient and regression analyses are performed. The major findings are as follows:
1.Girl students’ accumulation of cultural capital and habitus is more than boy students’.
2.The higher SES, the more cultural capital and status of students.
3.Academic achievements of girl students are better than those of boy students.
4.Academic achievements of higher SES students are better than those of lower SES students.
5.SES affects academic achievement through cultural capital and habitus.
6.The effects of objectified cultural capital, emobodied cultural capital, and hubitus on academic achievement are different.
7.Girl students’ returns of academic achievement through cultural capital and habitus are more than that of boys’.
8.The effects of cultural and habitus on academic achievement differs in SES.

壹、中文部分
二十一世紀基金會〈1993〉。台灣地區文化滿意度民意分析調查報告。台北：二十一世紀基金會。
石培欣〈2000〉。國民中學學生家庭環境、同儕關係與學業成就之相關研究。國立高雄師範大學教育系研究所碩士論文，未出版，高雄。
朱文妮〈2000〉。台灣地區文化消費行為中的區分現象。東吳大學社會學研究所碩士論文，未出版，台北。
巫有鎰〈1999〉。影響國小學生學業成就的因果機制─以台北市和台東縣做比較。教育研究集刊，43，213-242。
何瑞珠〈1999〉。家長參與子女教育：文化資本與社會資本的闡釋。教育學報，27(1)，233-261。
李文益〈2003〉。文化資本、社會資本與學業成績、成就抱負：台東師院學生的貫時性因果分析。台東師範學院教育研究所碩士論文，未出版，台東。
李威伸〈2003〉。文化資本與學業成就關係之研究——以台中市國中學生為例。東海大學教育研究所，未出版，台中。
周麗芳〈1996〉。不同社會階層、生命週期、區位之家庭消費型態研究。台灣大學農業推廣學研究所碩士論文，未出版，台北。
林生傳〈1988〉。教育社會學。高雄：復文。
林森富〈2001〉。社經背景文化資本與教育成就。南華大學教育社會學碩士論文，未出版，嘉義。
林義男〈1993〉。國中學生家庭社經背景、父母參與及其學業成就的關係。國立台灣教育學院輔導學報，16，157-211。
邱天助〈1999〉。布爾狄厄文化再製理論。台北：桂冠。
邱炫元〈1992〉。臺中市市民的文化﹑休閒消費--階層品味與文化政策之反思。東海大學社會學研究所碩士論文，未出版，台北。
許誌庭〈2000〉。國小教師對「文化在製」現象的知覺性之研究。國立台南師範學院國民教育研究所碩士論文，未出版，台南。
孫清山與黃毅志〈1996〉。補習教育、文化資本與教育取得。台灣社會學期刊，19，95-139。
高宣揚〈2002〉。布爾迪厄。台北：生智。
張善楠、黃毅志〈1999〉。台灣原漢族群、社區與家庭對學童教育的影響。載
於洪泉湖、吳學燕(主編)，台灣原住民教育(頁149-178)。台北：師大書苑。
陳正昌〈1994〉。從教育機會均等觀點探討家庭、學校與國小學生學業成就之關係。國立政治大學教育研究所博士論文，未出版，台北。
陳志彬〈2001〉。台灣地區高等教育擴充與教育機會不均等性之變遷。南華大學教育社會學研究所碩士論文，未出版，嘉義。
陳怡靖〈1999〉。台灣地區教育階層化之變遷---檢證社會資本論文化資本論財務資本論在台灣的適用性。台東師範學院教育研究所碩士論文，未出版，台東。
陳建州〈2001〉。重探學校教育功能--家庭背景因素影響力變化之研究。南華大學教育社會學研究所碩士論文，未出版，嘉義。
章英華〈1995〉。都市化、階層化與生活型態。台北：中央研究院民族學研究所。
黃富順〈1973〉。影響國中升學業成就的家庭因素。教育研究集刊，16，383-486。
黃毅志〈1994〉。社經地位與地位取得過程之結構限制：教育、社會資本、及文化資本。東海大學社會學研究所博士論文，未出版，台北。
楊孟麗，譚康榮、黃敏雄〈2003〉。心理計量報告：TEPS 2001 分析能力測驗，http://www.srda.sinica.edu.tw/。
楊憲銘〈1988〉。國中學生家庭社經地位、父母管教方式及學業成就與師生互動關係之研究。國立高雄師範學院教育研究所碩士論文，未出版，高雄。
翟本瑞〈2002〉。家庭文化資本對學校教育影響之研究。教育與社會研究，4，181-195。
蔡雅純〈1995〉。階級和消費文化關係之探討–以台灣古典音樂文化工業產品消費為例。國立政治大學新聞研究所碩士論文，未出版，台北。
蔡毓智〈2002〉。學習資產對學業成績之影響─以台北市國三學生基本學力測驗成績為例。國立政治大學社會學研究所碩士論文，未出版，台北。
鄭淵全〈1996〉。社經地位、能力、學校教育過程與國小學生學業成就之關係─功能典範與衝突典範之探究。國立高雄師範大學教育學類研究所博士論文，未出版，高雄。
謝孟穎〈2002〉。家長社經背景與學生學業成就關聯性之研究。國立嘉義大學國民教育研究所碩士論文，未出版，嘉義。
瞿海源〈1995〉。社會階層、文化認同與音樂喜好。台北：中央研究院民族學研究所。
貳、英文部分
Ainsworth-Darnell, J. W., & Roscigno, V. J. (1999). Race, cultural, and educational resources: Persistent inequalities and achievement returns. Sociology of Education, 72, 158-178.
Amaral, A. L. (1991). Cultural capital and school success: A Study of Brazilizn normal schools. Unpublished doctoral dissertation., Stanford University, Stanford, CA.
Aschaffenburg, K., & Maas I. (1997). Cultural and educational carrers. American Sociological Review, 62, 573-87.
Boguszak, M., Mateju, P., & Peschar, J. L. (1990). Family effect on educational attainment in Czechoslovakia, the Netherlands, and Hungary. In J. L. P. Nijmegen (Eds.), Social Reproduction in Eastern and Western Europe(pp. 187-210). Netherlands: Institute for Applied Social Science.
Boocock, S. S. (1972). An introduction to the sociology of learning. New York: Houghton Mifflin.
Bourdieu, P. (1971). Intellectual field and creative project. In M. K. D. Young(Eds.), Knowledge and control: New direction for the Sociolgy of Education
(pp. 161-88). London: Collier Macmillan.
Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown(Eds.), Knowledge , educaton, and cultural change: Papers in the Sociology of Education (pp. 71-112). London: Tavistock.
Bourdieu, P. (1990). The logic of practice(R. Nice, Trans.). Cambridge: Polity Press. (Original work published 1980)
Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. R. Nice (trans.). Cambridge, MA: Harvard University Press.
Bourdieu, P. (1985). The market of symbolic goods. Poetics, 14, 13-44.
Bourdieu, P. (1989). Social space and symbolic power. Sociological Theory, 7, 14-25.
Bourdieu, P. (1997). The forms of capital. In A. H. Halsey, H. Lauder, P. Brown, & A. S. Wells (Eds.), Education: Culture, economy, and society (pp. 46-58). Oxford, England: Oxford University Press.
Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture(R. Nice, Trans.). London: Sage Publications.
Bourdieu, P., & Wacquant, Loic J. D. (1992). An invitation to reflexive sociology. Chicago: University of Chicago Press.
Bowles, S. & Gintis, H. (1976). Schooling in capitalist American: Educational reform and the contradictions of economic life. NY: Basic Books.
Broderick, M., & Hubbard, R. (2000). Teachers’ perceptions of students: The missing link in connecting cultural capital and student success? Paper presented at the annual meeting of the Southern Sociological Society, New Orleans.
Bynner, J. and Joshi, H. (2002). Equality and opportunity in education: Evidence from the 1958 and 1970 birth cohort studies. Oxford Review of Education, 28, 405-425.
Coleman, J. S. (1961). The adolescenct society. NY: The Free Press.
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 94-120.
Collins, R.(1979). The credential society : An historical sociology of education and stratification. NY : Academic Press.
Crook, C. J. (1997). Cultural practices and socioeconomic attainment: The Australian experience. Westport, CT: Greenwood Press.
De Graaf, N. D., De Graaf, P. M., & Kraaykamp, G. (2000). Parental cultural capital and educational attainment in the Netherlands: A refinement of the cultural capital perspective. Sociology of Education, 73, 92-111.
De Graaf, P. M. (1988). Parents financial and cultural resources, grades, and transition to secondary school in the federal republic of Germany. European Sociological Review, 4, 209-21.
DiMaggio, P. (1982). Cultural capital and school success: The impact of status culture participation on the grades of U.S. high school students. American Sociological Review, 47, 189-201.
DiMaggio, P. & Mohr, J. (1995). The intergenerational transmission of cultural. capital. Reasearch in Social Stratification and Mobility, 14, 167-99.
DiMaggio, P. & Mohr, J. (1995). The intergenerational transmission of cultural. capital. Reasearch in Social Stratification and Mobility, 14, 167-99.
DiMaggio, P., & Mohr, J. (1985). Cultural capital, educational attainment, and marital selection. American Journal of Sociology, 90, 1231-1261.
DiMaggio, P., & Mohr, J. (1991). Social structure, institutions, and culture goods: The case of the United States. In P. Bourdieu & J. S. Coleman (Eds.), Social theory for a changing society (pp. 133-165). New York: Ruseel Sage Foundation.
DiMaggio, P., & Useem, M. (1978). Social class and arts consumption: The origins and consequences of class differences in exposure to the arts in America. Theory and Society, 5, 141-59.
Dumais, S. A. (2002). Cultural capital, gender, and school success. Sociology of
Eduactuon, 75(4), 44-68.
Erickson, F. (1975). Gatekeeping and the melting pot. Havard Educational Review, 45, 44-70.
Farkas, G. (1996). Human capital or cultural capital? Ethnicity and poverty groups in an urban school district. NY: Aldine de Gruyter.
Farkas, G., Robert P. G., Daniel, S., & Yuan S. (1990). Cultural resources and school success: Gender, ethnicity, and poverty groups within an urban school district. American Sociological Review, 55, 127-42.
Ganzeboom, H. B. G., De Graaf, P. M., & Robert, P. (1990). Cultural reproduction theory on socialist ground: Intergenerational transmission of inequalities in Hungary. Research in Social Stratification and Mobility, 9, 79-104.
Harker, R. (1990). Bourdieu – education and reproduction. In R. Harker, C. Mahar & C. Wilkes(Eds.), An introduction to the work of Pierre Bourdieul: The practice of theory(pp. 86-108). London: Input Typesetting.
Hollingshead, A. B. (1949). Elmtown’s youth. NY: John Wiley & Sons.
Holt, D. B. (1998). Does cultural capital structure American Consumption? Journal of Consumer Research, 25(1), 1-25.
Honneth, A. K. H., & Schwibs, B. (1986). The struggle for symbolic order: An interview with Pierre Bourdieu. Theory, Culture & Society, 3, 35-51.
Ian, M. (2001). Social class, ethnicity and educational performance. Educational
Research, v.43, 147-160.
Jacobs, J. (1996). Gender inequality and higher education. Annual Review of Sociology, 22, 153-85.
Kalmijn, M., & Kraaykamp, G. (1996). Race, cultural capital, and schooling: An analysis of trends in the United States. Sociology of Education, 69, 22-34.
Katsillis, J. & Rubinson, R. (1990). Cultural capital, student achievement, and educational reproduction: The case of Greece. American Sociological Review, 55, 270-79.
Kingston, P. W. (2002). The unfulfilled promise of cultural capital theory. Sociology of Education, extra issue, 88-99.
Laberge, S. (1995). Toward an integration of gender into Bourdieu’s concept of cultural capital. Sociology of Sport Journal, 12, 132-46.
Lamont, M. (1992). Money, morals and manners. Chicago: University of Chicago Press.
Lamont, M. & Lareau, A. (1988). Social class differences in family-school relationships: The importance of cultural capital. Sociology Theory, 6, 152-168.
Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60, 73-85.
Lareau, A., & Horvat. E. M. (1999). Moments of social inclusion and exclusion: Race, class, and cultural capital in family-school relationships. Sociology of Education, 72, 37-53.
McDermott. R. P. (1977). Social relations as contexts for learning in school. Harvard Educational Review, 47, 198-213.
Mickelson, R. A. (1989). Why does Jane read and write so well? The anomaly of women’s achievement. Sociology of Education, 63, 47-63.
Niehof, J. (1997). Resources and social reproduction: The effects of cultural and material resources on educational and occupational careers in industrial nations at the end of the twentieth century. Amsterdam: Thesis.
Papanek, H. (1985). Determinants of educational participation and achievement of women in the third world: A review of the evidence and a theoretical critique. Review of Educational Research, 59, 143-83.
Richard, H., Mahar, C., & Wilkes, C. (1990). An Introduction to the work of Pierre Bourdieu : the practice of theory. New York : St. Martin's Press.
Rist, R., C. (1970). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40, 411-51.
Robinson, R. V., & Garnier M. A. (1985). Class reproduction among men and women in France: Reproduction theory on its home ground. American Jounal of Sociology, 91, 250-280.
Roscigno, V. J., & Ainsworth-Darnell, J. W. (1999). Race, cultural capital, and educational resources: Persisitent inequality and achievement returns. Sociology of Education, 72, 158-78.
Sewell, W., & Hauser, R. M. (1975). Education, occupation, and earnings: Achievement in the early career. New York: Academic.
Teachman, J. (1987). Family background, educational resources, and educational attainment. American Sociological Review, 52, 548-57.
Waner, W. L., Havighurst, R. J., & Loeb, M. B. (1944). Who should be educated? The challenge of unequal opportunities. London : Routledge
Weber, M. (1968). Economy and society. NY: Bedminster Press.
Wong, R., & Sin, K. (1998). Multidimensional influences of family environment in education: The case of socialist Czechoslovakia. Sociology of education, 70, 1-22.