以「文化資本」與「社會資本」概念，來解釋學生的教育成就，可說是現今國內外教育社會學很重要的議題；隨著研究的累積，理論也有許多的修正與發展。本研究根據台東師範學院，於2001年12月進行的「台東師院學生的昨日、今日與明日問卷調查（二）」資料做分析；所分析的文化資本變項包括精緻文化、負面文化與多元文化；社會資本變項主要是學生與親師互動；而依變項學生成就，則包括在校學業成績與成就抱負；並以路徑分析釐清背景變項透過文化、社會資本，而影響學生成就之因果機制。
研究結果顯示：學生所擁有之精緻文化越高，有利於與親師互動，而有提昇其學業成績與教育、職業抱負的間接影響；負面文化越高，不利於與親師互動，而有降低學業成績與教育、職業抱負的間接影響;多元文化資本越高，則學業成績越低。而男生的精緻文化低於女生，負面、多元文化高於女生，使得成績不如女生，不過教育、職業抱負仍高於女生；原住民的學業成績不如本省閩南，職業抱負卻仍較高。

The issue of translating students’ educational achievement through the concept of “cultural capital” and “social capital” is widely discussed in the domestic and international educational sociology. With the accumulation of related research results, the theories are revised repeatedly and developed fast. This study further analyzes the data collected from: “Yesterday, Today and Tomorrow of Taitung Teacher College’s Students Survey Ⅱ”, which was conducted in December 2001. The cultural capital includes formal culture, negative culture and cultural variety; the social capital includes the interaction between students and parents；students and teachers. Students’ achievement (the dependent variable) includes academic achievement and achievement aspiration. By “path analysis,” this study tries to explore the causal mechanism—how the background variables influence students’ academic achievement through cultural capital and social capatial.
The findings of the study are follows: First, the more formal culture students own, the more students interact with their teachers and parents. Those can indirectly promote students’ academic achievement, educational and occupational aspiration. On the contrary, the more negative culture students own, the less students interact with parents and teachers. Those can indirectly lower their academic achievement, educational and occupational aspiration. Second, the more cultural variety students own, the lower academic achievement students are. Third, as to the gender issue, males own less formal culture but more negative culture as well as cultural variety than females. So the males get worse academic achievement than the females. But their educational and occupational aspirations are still higher than females. Fourth, although the aboriginal students’ academic achievement is lower than the Hokkien students, their occupational aspirations are better than the Hokkien students.