本研究依據文化資本理論提出文化資本對學生學業成就影響之結構方程模式，以經濟合作發展組織於2006年執行的國際學生評量計畫資料庫資料進行實徵研究，其中台灣學生有效樣本共8465人，隨機分派為校正樣本及效度樣本兩組。透過校正樣本驗證本研究提出之假設模式，並以效度樣本複核假設模式之穩定性。結果發現，實徵觀察資料支持本研究提出的假設模式：一、具體形式、客觀形式與制度形式文化資本三者之間存有正向關係；二、具體形式、客觀形式與制度形式文化資本對學生學業成就具有正向影響；三、本研究之假設模式具備複核效度。

Based on the theories of cultural capital, this study aims to propose an academic achievement model and explore the correlated factors that influence the academic achievement of 15-year-old students in Taiwan. By using data from PISA 2006 (collected by OECD in 2006), 8465 students were selected as samples and randomly assigned into two groups to verify the hypothetical model proposed in this study and to review the cross-validity of hypothetical model. Results showed that the empirical data supported the hypothetical model proposed in this study, and the following hypotheses were confirmed: (1) The objectified form of cultural capital, the embodied form of cultural capital and the Institutionalized form of cultural capital were correlated positively; (2) Cultural capitals had positive effects on academic achievement; and (3) the model showed good cross-validity in this study.