本研究旨在探討台灣原住民國中生文化資本、學習動機與升學意願關係之研究， 除背景變項外， 更以布迪爾（P. Bourdieu）的文化資本、學習動機探討原住民國中生的升學意願關係之差異與相關情形。最後， 以多元迴歸分析檢視文化資本與學習動機對升學意願之預測力效果。
本研究採用問卷調查法， 研究對象為台灣原住民重點國中， 並以「原住民國中生文化資本、學習動機與升學意願關係之研究調查問卷」為研究工具， 共計發出18 所學校、380 份正式問卷， 回收360 份問卷， 且有效之正式問卷為348 份， 可用率為97%； 問卷所得資料以SPSS for windows23.0 版套裝軟體進行統計考驗與分析， 並根據研究結果獲致研究結論。研究者依據研究結果所得之研究結論如下：
1. 台 灣原住民國中生學習動機的現況屬中上程度， 其中以學習動機之「價值」感受程度最高， 而學習動機之「期望」則相對最低。。
2. 台 灣原住民國中生文化資本的現況屬中上程度， 其中以「文化商品」最高， 而「文化涵養」則相對最低。
3. 台 灣原住民國中生的升學意願現況屬中上程度。
4. 不 同父親學歷、不同母親學歷、不同族別等三個背景變項在整體學習動機上有顯著差異。
5. 不 同學校地區、不同性別、不同父親學歷、不同母親學歷、不同族別、不同家庭收入等六個背景變項在整體文化資本上有顯著差異。
6. 原 住民國中生等六個背景變項在整體升學意願上均未達顯著差異。
7. 原 住民國中生之學習動機及各層面與原住民國中生整體文化資本有顯著相關。
8. 原 住民國中生之文化資本及各層面與原住民國中生整體學習動機有顯著相關。
9. 原 住民國中生整體學習動機及各層面與原住民國中生整體升學意願有顯著相關。
10. 原 住民國中生整體文化資本及各層面與原住民國中生整體升學意願有顯著相關。
11. 原 住民國中生整體學習動機與原住民國中生整體升學意願具有預測力。
12. 原 住民國中生整體文化資本與原住民國中生整體升學意願具有預測力。
13. 原 住民國中生整體文化資本、整體學習動機對原住民國中生整體升學意願具有預測力。

The purpose of this study is to explore the relationship between the cultural capital, learning motivation s and the willingness to enter a higher school education of aboriginal
junior high school student in Taiwan.
in addition to the background disguised, it explores the differences and relationship of aboriginal junior high students’ willingness to enter a higher school by mesns of cultural capital by Bourdieu and learning motivations.Finally, this study will examine the predictive effect of cultural capital and learning motivation s on the willingness to go to higher education with multiple regression analysis.
The study used questionnaire method, t he subject of the study is Taiwan''s indigenous key countries, and """"indigenous countries in the cultural capital, learning motivation and willingness to study the relationship between the research
questionnaire"""" as a research tool, a total of 18 schools,
380 formal questionnaires, the recovery of 360
questionnaires, and the effective official questionnaire for
348, the availability rate of 97%. The information obtained
from the questionnaire is statistically tested and analyzed
by SPSS for windows 23.0 software, and the results are based
on the results of the study. Based on the results of the
study, the researchers concluded as follows:
1. The current status of learning motivation s T aiw an’ s
aboriginal junior high students is of a medium-high level,
with the highest degree of """"value"""" of learning motivation
and the relatively low """"expectation"""" of learning
motivations.
2. The current status of the cultural capital of t Tai wan’ s
aboriginal junior high students is of the highest level;
with """"cultural goods"""" is the highest and """"cultural
cultivation"""" is the lowest.
3. Taiw an’ s abo rig i nal jun ior hi gh s tude nts '' willingness to
enter a high school is at a medium to high level.
iv
4. The three background variables, such as fathers '' different
educational background, mothers'' different educational
background and different ethnic groups, showed significant
differences in overall learning motivation s.
5. The six background variables, such as different school
districts, different genders, different fa thers'' different
educational background, mothers'' different educational
background, different ethnic groups and different family
incomes,are significantly different in overall cultural
capital.
6. For the aboriginal junior high students, there was no
significant difference Between the background variables
and their willingness to enter school a higher school.
7. For the aboriginal junior high students, learning
motivations as well as other dimensions are significantly
related to the overall cultural capital.
8. For the aboriginal junior high students, cultural capital
as well as other dimensions are significantly related to
the overall learning motivations.
9. For the aboriginal junior high students, overall learning
motivations as well as other dimensions are significantly
related to overall willingness to enter a higher shool.
10. For the aboriginal junior high students, overall cultural
capital as well as dimensions are significantly related to
overall willingness to enter a higher school.
11. For the aboriginal junior high students, overall learning
motivations and overall willingness to enter a high school
have predictability.
12. For the aboriginal junior high students, overall cultural
capital and overall willingness to enter a high school
have predictability.
13. For the aboriginal junior high students, overall cultural
capital and learning motivations have predictability for
overall willingness to enter a higher school.