本研究目的在探討家庭文化資本、學習信念與希望感對學業情緒的影響。本研究採用調查研究法。研究樣本取自臺北市694位公立國小五年級普通班學童。研究工具採用家庭文化資本量表、學習信念量表、兒童希望感量表、學業情緒量表，其中，學習信念量表為研究者自編，內容包含能力與努力兩個分量表。以描述統計、單因子變異數分析、皮爾森積差相關、結構方程模式等統計方法進行資料之分析與處理。研究主要發現如下：
一、家庭文化資本、學習信念、希望感、學業情緒之差異
不同族群身分的國小學童在學習設備的豐富度方面有顯著差異：新住民子女的學習設備數量少於原住民子女，也少於其他身分。不同家庭結構的國小學童在家庭學習氣氛的支持度、學習設備的豐富度方面有顯著差異：與父母同住者皆高於與爸爸同住者；在意志力的希望感方面有顯著差異，與父母同住者高於未與父母同住者。
二、家庭文化資本、學習信念、希望感與學業情緒之間的關係
(一)家庭文化資本充足、相信努力能帶來成果，以及具備較高希望感的學生，較常在學習中感到樂趣；同時，他們較少出現生氣、焦慮與無聊等負向情緒。
(二)傾向以先天能力看待學習的學生，較少感受到家庭文化支持、希望感與學習樂趣，反而更容易出現生氣、焦慮與無聊等負向情緒。
(三)愈相信努力能夠進步、擁有較高希望感的學生，其家庭文化資本通常較充足，亦即良好的家庭文化環境有助於培養積極學習信念與對未來的正向期待。
(四)家庭文化資本並非直接決定學生的學業情緒，而是透過影響學生的學習信念與希望感，進而形塑其在學習情境中產生的情緒反應。
(五)家庭文化資本、學習信念與希望感皆會形塑學生的學業情緒，影響他們在學習中產生正向或負向的情緒反應。

The purpose of this study was to explore the influence of family cultural capital, learning beliefs, and hope on academic emotions. This study adopted a survey research method. The sample consisted of 694 fifth-grade students from public elementary schools in Taipei City. The research instruments included the Family Cultural Capital Scale, Learning Beliefs Scale, Children’s Hope Scale, and Academic Emotions Scale. Among them, the Learning Beliefs Scale was self-developed by the researcher and contained two subscales: ability and effort. Data were analyzed using descriptive statistics, one-way ANOVA, Pearson product-moment correlation, and structural equation modeling. The major findings of the study were as follows:
1.Differences in family cultural capital, learning beliefs, hope, and academic emotions
Students of different ethnic backgrounds showed significant differences in the abundance of learning resources. Children of new immigrants had fewer learning resources than Indigenous children and children from other ethnic groups. There were significant differences among elementary school children from different family structures in terms of the level of support for the family learning environment and the availability of learning resources. Children living with both their father and mother scored significantly higher than those living only with their father. Significant differences were also found in the hope dimensions of agencies, with children living with both parents scoring significantly higher than those living with neither parent.
2.Relationships among family cultural capital, learning beliefs, hope, and academic emotions
(1) Students with sufficient family cultural capital, who believed that effort leads to achievement, and who possessed higher levels of hope were more likely to feel enjoyment in learning. At the same time, they were less likely to experience negative emotions such as anger, anxiety, and boredom.
(2) Students who tended to view learning primarily in terms of innate ability were less likely to perceive family cultural support, hope, and enjoyment in learning, but were more likely to experience anger, anxiety, and boredom.
(3) Students who believed that effort leads to progress and who had higher hope generally possessed richer family cultural capital. In other words, a positive family cultural environment helps cultivate constructive learning beliefs and positive expectations for the future.
(4) Family cultural capital does not directly determine students’ academic emotions; rather, it shapes their emotional experiences in learning indirectly through learning beliefs and hope.
(5) Family cultural capital, learning beliefs, and hope all contribute to shaping students’ academic emotions and influence whether they experience positive or negative emotional responses in learning.

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