| Summary: | 碩士 === 國立屏東教育大學 === 幼兒教育學系 === 98 === This research aimed to investigate the correlation between the elementary school students’ cultural capital holdings and their English
grades. Research aims included the following: (1) to understand the current situation of students’ cultural capital holdings and their English grades; (2) to understand the differences of cultural capital holdings and English grades among students with different background variables; (3) to understand the correlation and predictability between students’
cultural capital holdings and their English grades.
Research sample was the sixth graders in Pingtung County. Researcher adopted questionnaire method to collect data about the students’ cultural capital holdings and their English grades. And 645 sixth graders school children in Pingtung county are elected as research
Samples. Eventually, 639 valid questionnaires had been returned, which came to a return rate by 99.07%. All the raw data was analyzed by using the SPSS software. Analyses included descriptive analysis, one-way analysis of variance (ANOVA), Prudut-moment correlation, and stepwise multiple regression analysis.
The main findings of this research are as follows:
(1) Current situation of students’ cultural capital holdings and their
English grades: Cultural capital holdings of primary school children are medium in Pingtung County. In general, the students’ English grades are good.
(2) Differences of cultural capital holdings and English grades among
students with different background variables:
(I) Students with high socio-economic status have higher cultural capital holdings and better English grades than those with middle or low socio -economic status. Students with middle socio-economic status have higher cultural capital and better English grades than those with low socio-economic status.
(II) Students from double-parent families have higher cultural capital holdings than those from single-parent families. Students from double-parent families have better English grades than those from single-parent families or grandparent rearing families.
(III) Girl students have higher cultural capital holdings and better English grades than the boy students in elementary schools.
(IV) Students with three siblings and above have significant dilution effect on all aspects of cultural capital and the English grades.
(V) Students in urban areas have higher cultural capital holdings than those in general townships or rural areas.
（VI）Students in urban areas have higher English grades than those in general townships or rural areas. Students in general townships have higher English grades than those in rural areas.
(3) Correlation and predictability between students’ cultural capital
holdings and their English grades:
(I) The correlation between the students’ cultural capital holdings and their English grades is positive.
(II) The students’ English grades can be effectively forecasted by their cultural capital holdings; particularly, educational resources have the highest forecasting capability with school children’s English grades.
According to aforementioned findings, researcher proposes a few practical suggestions to the education authorities, school administrators, educators, and children’s parents.
Keywords: elementary school students, cultural capital, English grades
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