| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 92 === The study was to explore the relationship among family environment, cultural capital, and academic achievement. The study was conducted by means of questionnaire survey. The subjects were randomly sampled, consisting of 232 elementary school students drawn from 9 schools, and 188 usable questionnaires were returned. The 1st semester grades of year 2003 in Chinese and Math were obtained as criterion scores. Used “The Questionnaire of Elementary School Students’ Family Environment” and “The Questionnaire of Elementary School Students’ Cultural Capital” as the instrument for investigation. The statistical procedures used were t-test, one-way ANOVA and Pearson product-moment correlation. The major findings of the study are as follows:
1. Elementary school students’ academic achievement in Math varied with their gander, birth order, and family structure. But there was no significant difference in Chinese found with all the three independent variables.
2. Parents’ educational expectation, and educational participation showed a significant impact on children’s scores in Chinese and Math. Yet, parents’ social and economic status showed no significant impact on children’s academic achievements.
3. Students’ attitude to culture, their activities involved with culture, and culture information obtained indicated a significant impact on students’ academic achievement.
4. Parents’ educational expectation, educational participation, and students’ academic achievement were positively related.
5. Students’ attitude to culture, their activities involved with culture, and culture information obtained showed a positive relationship with their academic achievement.
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