學校圖書館對學生的學習成績是否有影響，過去在已開發與開發中國家進行的研究其結果往往相左，此為一有趣現象，也是值得不斷被實證與探討的問題。本研究以大陸湖南省雙峰縣十八間偏鄉中小學為研究對象，經兩年的追蹤調查，以獨立樣本t檢定及差異中的差異DID檢定，進行學生的閱讀投入及縣級集中考試之學科成績差異分析；過去研究指出家庭的社會經濟狀態會影響孩童的閱讀與學習成就，其中家庭文化資本更勝於實質財富，本研究也透過SEM結構方程模型分析，了解家庭文化資本與閱讀投入不同構面的關聯，並利用多群組分析來檢定學校圖書館與閱讀計畫是否會對家庭文化資本與閱讀投入的關聯模型產生干擾效果。研究結果發現，設立學校圖書館且進行閱讀計畫的有無，在閱讀投入構面有顯著差異，顯示學校圖書館及閱讀計畫對於培養學生閱讀興趣、閱讀態度及閱讀策略的價值。但在學科成績方面，t檢定有顯著差異，但DID檢定則無一致之顯著差異。家庭文化資本對閱讀動機有顯著的正向影響，而閱讀動機對閱讀行為與閱讀策略也有顯著的正向影響。學校圖書館與閱讀計畫對家庭文化資本與閱讀動機有顯著正向的干擾效果，亦即學校圖書館與閱讀計畫能夠強化家庭文化資本對閱讀動機的正向影響。本研究對象除設立學校圖書館外也同時推動閱讀計畫，研究結果可補充過去在開發中國家進行之相關研究所缺之論述。

Regarding whether school libraries have an effect on students' learning achievement, previous findings in empirical studies are inconsistent across different developing and developed countries. This is an interesting phenomenon, which is still an important research topic that needs to be further tested and explored. In this study, a total of 18 rural primary and secondary schools in Shuangfeng County, Hunan Province were selected as the research subjects. After two years of follow-up survey investigation and data collection, the independent t-test and the difference-in-differences (DID) approach were used to analyze the differences of students' reading engagement and the countywide standardized test scores. Previous studies have pointed out that the socio-economic status of the family will affect children’s reading and learning achievements, in which more impact could be brought by family cultural capital than physical wealth. This study conducted structural equation model (SEM) analysis to understand the relationship between family cultural capital and different dimensions of reading engagement. The multi-group analysis technique was also used to verify the moderation effects of the school library and reading program on the relationship model of family cultural capital and reading engagement.

The result shows that there were significant differences in the aspect of reading engagement between the students at the schools with and without a school library and the reading program. The result also indicates the value of school library and reading program in cultivating students' reading interest, reading attitude, and reading strategies. The t-test reveals that there were significant differences in the aspect of standardized test scores; however, there was no consistent significant difference in DID test. Family cultural capital has a significant positive impact on reading motivation, and reading motivation also has a significant positive impact on reading behavior and reading strategies. School libraries and reading program have a significant positive moderation effect on family cultural capital and reading motivation, that is, school libraries and reading program can strengthen the positive influence of family cultural capital on reading motivation. The intervention in this study included the implementation of a reading program in addition to setting up a physical school library, thus, the results of this study may complement some previous empirical studies conducted in developing countries.

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