本研究主要在探討原住民幼兒家庭社經地位、家庭社會資本、家長的教養態度與其學習表現的關係，透過問卷調查探討其間的結構模式。本研究選定中部地區三個原住民鄉區（台中市和平區、南投縣仁愛鄉及信義鄉）國幼班原住民家長及其幼兒配對，各有268個施測樣本。研究結果本結構模式基本適配指標大抵獲得支持，整體適配度尚稱理想，所提理論模式可以獲得相當程度的實徵資料支持。而在變項間的關係，發現決定幼兒學習表現的因素為幼兒家庭社經地位；幼兒家庭社經地位對家庭社會資本及其學習表現存在顯著影響，幼兒家庭社經地位對家長的教養態度無顯著影響，但透過家庭社會資本中介變項則有顯著正向影響；幼兒家庭社會資本與其家長的教養態度有顯著相闕，但對其幼兒學習表現無顯著影響。最後，本研究提供公立幼兒園、幼兒家長及未來研究者一些建議。

This research explored the causal relationships among four variables: family socio-economic status, family social capital, parental child-rearing attitudes, and children's relationship performance. Structural equation modeling was used to analyze a questionnaire. Two hundred sixty-eight samples were of aboriginal parents with children in preschool. This study selected three aboriginal residential locations in rural areas of the central region (Heping District in Taichung City and Renai and Xinyi Townships in Nantou County). According to research results, the preliminary fit criteria are acceptable. Also, the overall model fit revealed the research model was sufficient to stand for samples. Among four variables, the researcher discovered that the determinant of children's learning performance was family socio-economic status. Besides this, family socio-economic status had significant effects on family social capital and parental child-rearing attitudes. Furthermore, no significant difference was found between family socio-economic status and parental child-rearing attitudes, but both variables had definitely significant effects via the mediator of family social capital. In addition, family social capital had significant influence on parental child-rearing attitudes, but no significant effect on children's learning performance. This study provided the above suggestions for preschool teachers, parents, and future researchers.