媒體產業和文化產製等各類強調「創意」的工作，常標榜創新、個人天賦、開創性的意涵，提供個人彈性、自由、自我實現的機會，卻鮮少論及「創意」如何被建構。身處商業體制下的創意勞動者如何與廣告商、其他部門、工作者如業務或者主管之間互動、協調出彼此可以接受的「創意」？ 本論文的核心關懷，主要針對產製邏輯與勞動組成進行理解；實際生產場域探究勞動者的實踐經驗，行動者與既有結構之間的交互作用，以及勞動場域中存在有怎樣的動態協商、哪些應對策略、有否抵抗之可能？本研究以一家強調「創意」、「技術創新」、「趨勢」的科技資訊雜誌作為案例，以其所推行的客製化「創意專案企劃」為主軸，觀察內部企劃人員在「創意產製」與「創意執行」的勞動過程。透過民族誌與深度訪談，進一步了解勞動者如何在各方角力下，共同形構出特定場域的結構規則、遊戲邏輯，如何「創意地」再生產出所謂的「創意工作」。 本研究發現在組織管理方面，該場域藉著氣氛營造來建立自由、彈性的工作環境，利用訓練營、表揚儀式與獎金酬賞激發企劃人員生產創意提案，並從中灌輸工作所重視的創意意識型態。對於所謂「好創意」的標準取決於工作者能否對創意進行良善的管理、整合與執行，包括降低成本、達成業績目標、客戶買單、採用最省時省力的方案。在創意勞動方面，企劃人員藉由專案的企劃與執行先建立經驗值，使其文化資本、社會資本與經濟資本再累積，而場域中同時也存在極大的資源、條件與時效限制。 再者，企劃人員擁有資本的多寡與種類，影響他們對結構展現出協商、對抗與退場等三種回應方式；例如相對擁有多工(multi-skilling)能力及資本優勢者，因為具備較多「籌碼」愈能適應場域規則，有更多機會承接規模大或預算佳的企劃案，可將資源挪為已用、用於資本累積和再生產，他們常會採取協商或對抗的反應；較少資本勞動者則因缺乏豐富資源與資本能夠動員、運用，在持續累積資本的速度上確有其困境，通常會採取協商或退場的回應。 然而，行動者也會策略性的穿梭於規則縫隙中，靈活地逃避工作、進行消極抵抗，作為對結構、制度限制之回應；若是資本累積持續困難時，最後也會選擇退場作為另一種消極的抵抗方式。整體來說，這些企劃工作者在呼應結構的同時，除了服膺既有的遊戲規則，也可能透過資本的挪用後，鬆動看似穩固的結構，甚至更積極地介入、改變場域規則。 目前創意工作者普遍遭遇勞動剝削或工時長的困境，導致人員流動情況時有所聞，易形成文創產業發展的障礙。由於創意需要長期累積和培養，故本研究建議在創意勞動者的訓練應採循序漸進方式，建立一套完善工作流程，以降低進入門檻，而創意工作者所面臨的工作環境與勞動問題，未來也需要更多研究與鑽研。

摘要 本研究主要在Pierre Bourdieu的文化資本（Cultural Capital）理論架構下，使用「台灣教育長期追蹤資料庫」（Taiwan Education Panel Survey）2001年到2005年三波的追蹤樣本，研究學生的「學生文化資本」、「父母文化資本」以及「親子文化資本」對高中職、五專生的學習成就之影響。學生文化資本是以學生本身的文化活動參與和學校文化社團參與為指標；父母文化資本是以父母的教育程度為指標；而親子文化資本是以學生才藝課程和親子文化活動參與為指標。本研究檢證各發展階段（國小、國中、高中）中不同文化資本的動態模式，以及和學生學習成就的關係，以瞭解文化資本在台灣教育體制中所扮演的角色。研究結果如下： 1.在控制了人口與家庭背景因素之後，發現「學生文化資本」比「親子文化資本」對學習成就的影響力較大，高中階段的「學生文化資本」對學習成就的效果最大。 2.在性別方面：女生相較於男生，受到「父母文化資本」的影響較大。女生的「學生文化資本」都很高且多元，但對學習成就的影響較小；男生的「學生文化資本」不受家庭低收入的負向影響，且對學習成就影響比較大。 3.當父母為低教育程度的情況下，學生可藉由「文化資本」提升學習成就，但所提升的學習成就仍不及父母為高教育者的學習成就平均數，這意味著「文化向上流動模式」僅能達到向上微調的效果，但仍無法擺脫大環境的限制。 / Abstract This thesis examines the relationship between cultural capital and high school students’ achievement based on the cultural capital theory of Pierre Bourdieu. This thesis operationalizes the concept of cultural capital into three types: parents', students', and intergenerational cultural capital. Parents’ cultural capital is defined by parents’ education; Students’ cultural capital is defined by participating in students’ cultural activities and the cultural organizations in school; Intergenerational cultural capital is defined by students’ cultural skills class and parents-children’s cultural activities. Using data gathered by the Taiwan Education Panel Study (TEPS) in 2001, 2003 and 2005, the research estimates the effects of these three types of cultural capital on high school student's academic achievements in three stages of schooling (elementary, junior high, and senior high). The major findings of the thesis are: 1.Controlling demographic and family background factors, “student’s own cultural capital,” in particular at the stage of senior high, has more impact on academic achievement than “intergenerational cultural capital” does. 2.In comparison with male students, female students have a higher level of cultural capital, which is also more diversified. The cultural capital of female students is influenced more by their parents’ cultural capital. However, the cultural capital of female students has a fairly small effect on their academic achievement. In contrast, the cultural capital of male students, which is not negatively affected by family’s low income, has a greater effect on their academic achievement. 3.The students with parents of lower levels of education could improve their academic achievement with their own cultural capital. This improvement, however, is not enough to make up the achievement gap between disadvantaged and advantaged students.

京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第22108号 / 文博第812号 / 新制||文||680(附属図書館) / 京都大学大学院文学研究科歴史文化学専攻 / (主査)教授 南川 高志, 教授 金澤 周作, 教授 髙橋 宏幸 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM

現今國中學生寫作動機與作文品質不佳是國內普遍的現象，而學校是國中學生的主要學習場所，因此本研究的探討旨趣在於瞭解校園中的三個主體：學生、同儕與教師，即文化資本、同儕互動以及內化判準，與國中學生寫作動機以及作文品質間的關係；並進一步瞭解國中生的文化資本、同儕互動、內化判準對寫作動機的預測情形以及前述四者對作文品質的預測情形。 本研究以163位國中二年級學生為研究對象，研究工具包括：研究者自編的「文化資本量表」、「同儕互動量表」、「內化判準量表」、「寫作動機量表」以及「作文評定量表」。此外，本研究以因素分析、信度分析、t考驗、單因子變異數分析、皮爾遜積差相關分析、典型相關分析以及多元迴歸分析進行量表與研究假設的驗證。 研究結果顯示： 1.當國中生擁有愈多的文化資本，其寫作動機也會愈高；而國中生擁有的文化資本多寡，與其作文品質無明顯的關係存在。 2.當國中生與同儕的互動頻率愈高時，會有愈高的寫作動機，且會有愈良好的作文品質。 3.當國中生對寫作判準的認同程度愈深時，會有愈高的寫作動機，且其作文品質會愈良好。 4.當國中生的寫作動機愈高時，其作文品質也會愈良好。此外，當國中生的寫作訊息性動機愈高時，其作文中也會有愈良好的新穎性表現；而國中生的寫作內在動機與控制性外在動機對作文中的新穎性表現沒有顯著的影響。 5.國中生已認同判準以及文化資本能顯著預測國中生的寫作動機，且國中生已認同判準是最主要的預測變項。 6.國中生已認同判準、訊息性外在動機以及同儕互動能顯著預測國中生的作文品質，且國中生已認同判準是最主要的預測變項。 為促成國中學生寫作動機以及作文品質之有效提升，本研究最後根據研究結果，對國民中學與國中教師提出幾點實務上之建議： 1.國中校園應多提供豐富的語文物理環境，並鼓勵學生多加運用；此外，鼓勵學生多參與多元的活動，累積生活經驗。 2.鼓勵國中同儕間建立分享的寫作學習社群，並積極地和同儕討論生活見聞。 3.協助學生掌握寫作領域中的批判性原則與標準。 4.著重國中生之寫作訊息性外在動機以及內在動機的培養。 並從研究議題與研究設計兩方面提出建議，作為後續研究之參考。 關鍵字：文化資本、同儕互動、內化判準、寫作動機、作文品質 / Low writing motivation and inferior composition quality has been a general phenomenon for current junior high students. In view of school as the main learning field, this research is to investigate how writing motivation and composition quality are related with cultural capital, peer interaction as well as writer’s internalized criteria, how the writing motivation is predicted by cultural capital, peer interaction as well as writer’s internalized criteria, and how the composition quality is predicted by cultural capital, peer interaction, writer’s internalized criteria and writing motivation. There are 163 students of grade 8 joining in this research. Five self-reported questionnaires, which are “cultural capital scale”,“peer interaction scale”,“writer's internalized criteria scale”, “writing motivation scale” and “composition quality scale” , designed by the researcher, were utilized to measure each variable respectively. Factor analysis, Cronbach alpha, t-test, ANOVA, Pearson relation coefficient, canonical correlation analysis and multiple regression were conducted to validate the questionnaires and verify the hypotheses. The results were as follows: 1. The more cultural capital, the higher the writing motivation were. However, cultural capital was not related with composition quality. 2. The junior high students, who interacted with classmates more frequently, have higher writing motivation and better composition quality. 3. The more important students identified the writing criteria, the better composition quality were. 4. When students owned higher writing motivation, their compositions also have better quality. Besides, when students have higher informational extrinsic motivation, their compositions were found more novel. However, neither of the intrinsic writing motivation nor controlling extrinsic motivation impacted the novel performance. 5. Both identified writing criteria and cultural capital were able to predict writing motivation significantly, the former variable is the most important one. 6. Composition quality was able to be explained by identified writing criteria, information extrinsic motivation and peer interaction significantly. Identified writing criteria is the most important variable among them. Based on our results, several suggestions were raised for the practical application of teachers. 1. The campus should be generated as an abundant linguistic surroundings and the school should encourage students to utilize those resources more frequently. Besides, school should inspired students to participate the various activities so as to enrich the living experiences. 2. The writing community should be encouraged to establish for sake of share of learning experience. The discussion regarding living experiences among classmates should also be promoted. 3. To help the students mater the critical principles and standard in writing field. 4. To generate both intrinsic and informational extrinsic motivation for junior high students. Keywords: cultural capital, peer interaction, writer's internalized criteria, writing motivation, composition quality

本研究以宜家家居(IKEA)為研究對象，在台灣的社會文化脈絡下，探究其中包含的消費文化意涵。研究分為兩大部分，第一部分是整理宜家的消費特色；第二部分則是深入訪談不同社經背景的消費者對宜家的看法，並以布迪厄的概念工具對研究結果進行分析，最後針對兩部分的研究結果提出批判性的結論。 　　第一部分的研究乃是參照文獻與訪談宜家人員的結果，描述宜家的消費特色，以及宜家的台灣分店有何不同之處，藉此說明宜家此一消費場域的情況。第二部分則是以質性的深入訪談法，訪問十六位背景各異的台灣消費者，再以紮根理論精神的資料分析程序將訪問結果譯碼，並配合布迪厄的日常生活言行理論，分析出影響消費者對宜家觀感的慣習及資本因素為何。研究者除了以消費行為與文化意義兩個面向對宜家的消費現象提出討論之外，也提出個人的批判性關懷做為結論。 　　最後，研究結論認為，在本土文化力量薄弱的情況下，台灣的消費者未能發展出適合的認同，而隨著感性消費的趨勢起舞。在感性消費所訴諸的生活型態是仿自中產階級的情況下，台灣普遍存在著「跛腳的布爾喬亞人」-只有羨想，但缺乏行動。而這樣的情結，也穩固了既有中產階級的優勢社會結構。 　　另外，研究者也指出，關於夢想社會和感性消費的相關論述，有可能是一種為現存資本體制與國家合法性服務的再生產論述，身為知識分子，必須有所意識的看待這些來自於國外或國家體系提供的資訊。

本研究以國中生基本學力測驗成績為例，採問卷調查法，以89學年度台北市四所國中之三年級學生共286人為樣本，探討學習資產對學業成績的影響。研究所稱之學習資產係指社會資產與文化資產二者之合稱，前者意指經由人際互動創造出來的教育期望、參與及人際關係等學習資源；後者則包含參與各種不同文化活動、接受文化刺激等。不同的學生具有不同的學習資產，因此對學業成績的影響各不相同，研究的目的即在探討不同種類之學習資產對學業成績的影響效果，以及不同種類學習資產相互間之關係。 主要研究發現如下數點：1.文化資產與學業成績有關，具備不同文化資產的學生彼此間學業成績有所差異，文化資產較豐富之學生成績較佳，文化劣勢之學生學業成績較為不佳；2.社會資產與學業成績有關，社會資產較豐富之學生學業成績較佳，社會資產不足學生之成績較為不佳，學生具備不同社會資產彼此間學業成績有所差異；3.學習資產多寡隨家長學歷不同有明顯差異，家長高學歷之學生，學習資產較為豐富，家長低學歷之學生學習資產較為不足，並進而影響學業成績；4.社會資產和文化資產有密切的相關，文化資產對學業成績的影響，受到社會資產的影響，文化資產需透過社會資產產生作用，二者密不可分。 分析結果發現，最明顯影響學業成績的文化資產變項為是否補習，其他文化資產變項如課外閱讀或是參與高層文化活動等則效果較不明顯。朋友成績、家長參與親師活動、學習態度及教育期望等四個社會資產變項對學業成績有顯著影響；家中手足人數及家長對子女學校生活及關心成績的影響效果較不顯著。在控制家長教育因素之後，學習資產對學業成績的影響仍然顯著。結果顯示，家長透過提供學習資產而影響子女的學業成績。綜言之，本研究發現豐富的學習資產能創造出較佳學習環境，而透過較佳的學習環境，有助於提升學生之學業成績。 根據研究結果，建議家長與子女經常進行進行關於學業方面之互動及溝通，多參與親師活動，提供充足的文化刺激，同時提高教育期望等，有助於提升學生學業成績。同時，師生間的互動及期望、教師經常與家長保持連繫及互動對學生學業成績也有正面幫助。 / Academic achievement is often used as an explanatory factor of students' future SES, though academic achievement is affected by other variables. This article attempts to investigate important factors associated with academic achievement. Using a sample of 286 junior high school students in Taipei city, we investigate the role of social and cultural capital on academic achievement. The study confirms a consistent finding of earlier research in capital theory-----academic achievement is significantly affected by social and cultural capital. Results suggest the importance of social and cultural capital in the educational process, and the involvement of parents in this regard, should be an important policy promotion. KEYWORDS: social capital, cultural capital, learning capital, academic achievement

個人學習動機向來被認為是影響學習成就的重要因素，但是家庭也對學生的學習提供特定的脈絡條件。因此，在探討學生學習成就與時間發展效應之時，若能同時納入個人與家庭因素，並探討其間的交互作用，將能對於兩者的影響力進行客觀的檢驗。本研究的目的主要在探討臺灣青少年學習成就的成長軌跡變化型態，以及家庭文化資本與個人學習動機對於學習成就成長軌跡的影響機制。其中學生的文化資本是來自家庭父母所傳遞下來的先天條件，係屬於一種結構因素；而學生的學習動機則是來自個人後天的努力與學習的正向動力，係屬於一種個人因素。具體而言，本研究目的分為三個主要的研究議題，首先，根據Bourdieu（1977）的文化資本概念，以及Bandura（1977, 1986, 1997）與McInerney和McInerney（1994）的學習動機觀點，探討這兩個重要解釋變數對於各波學生學習成就的影響情形；再者，根據Sternberg（1985, 1986, 1988）的智力三元論觀點探討學生學習成就的成長變化情形；最後，探討文化資本與學習動機對於學生學習成就成長軌跡的交互作用效果。 研究資料取自臺灣教育長期追蹤資料庫（Taiwan Educational Panel Survey）的四波追蹤樣本，以潛在成長曲線模式進行次級資料分析。研究結果發現：1.臺灣青少年的學習成就成長軌跡呈現非線性的遞增漸緩的成長曲線；學生在學習成就的起始能力與成長速率存在個別差異，且學生的起始能力與成長速率具有正向的關係，顯示隨著時間的遞移，起始能力高與低的學生，其能力的差距會逐漸擴大。2.文化資本與學習動機對於學習成就成長軌跡的影響未具交互作用，顯示個人的學習動機並不能減緩或反轉文化資本對於學生學習成就的影響。3.文化資本與學習動機對於學生學習成就的主要效果，在學習的早期階段，存在正向的影響效果，但影響力會隨著時間而逐漸降低。4.文化資本係影響學生學習成就成長軌跡的重要因素，文化資本的豐富與不足會加劇學生學習成就的差距，因而造成強者恆強、弱者恆弱的「馬太效應」現象。最後，依據上述的研究發現，分別提出教育實務上、未來研究與對資料庫研究的建議，以供相關教育人員與研究者參考。 / Individual motivation has always been recognized as the key factor for influencing the students’ learning achievement. However, the family of the students is also considered as an important contextual determinant. As a result, in order to analyze the students’ learning achievement against the temporal effect of time, it is imperative that the factor of family background should be included for understanding the interaction of the factors on the learning achievement. The primary goal of this study is to inquiry the patterns the development and change of learning achievement growth trajectory of the Taiwan adolescent. Particularly, this study explores the effects of family cultural capital and learning motivation on adolescent learning achievement growth trajectory. By definition, family cultural capital which is a structural factor refers to the inherent characteristics that are passed down from the students’ parents. On the other hand, the students’ learning motivation which is a personal factor refers to the extrinsic factor that arises from later days’ hard work and positive learning efforts. In terms of research objectives, this study tries to integrate the Bourdieu’s (1977) perspective of cultural capital, and Bandura’s (1977, 1986, 1997) as well as McInerney and McInerney’s (1994) concept of learning motivation into a framework for examining the effects of the learning growth of different waves of students. Secondly, by applying the Sternberg’s (1985, 1986, 1988) triarchic theory of intelligence to examine the changes of the students’ learning growth trajectory. Finally, to analyze the interaction between the students’ cultural capital and learning motivation on their learning achievement trajectory. The data using in this study was selected from the longitudinal database Taiwan Educational Panel Survey (TEPS). A total of four waves of students’ data were downloaded and analyzed as secondary data using the latent growth curve modeling (LGCM). Major results of the study were followed: First, the learning achievement trajectory of Taiwan adolescents’ seemed to be gradually growing in a non-linear incremental curve; it also shown that at the beginning the students’ learning achievement displayed significant individual differences. Likewise results also revealed a positive relationship between the students’ initial status and growth rate of learning achievement. That is, as the passing of time, the initial status of learning achievement affected the growth of disparity among the students. Second, there were no significant interaction effect between the students’ cultural capital and learning motivation on the learning achievement growth trajectory. This means that the students’ learning motivation cannot moderate the effects of cultural capital towards the learning achievement. Third, results revealed that the main effects of the students’ cultural capital and learning motivation on the learning achievement were occurred on the early stages of learning. A significant positive effect was found in these stages, however, the positive effect gradually decreased along with the passing of time. Fourth, it was found that the minimal effect of students’ cultural capital on their learning achievement growth trajectory was determined by the abundance or deficiency of the former. The amount of cultural capital also determined the distance of the students’ gap. In other words, a phenomenon of the Mathew effect was supported; wherein the students who are in a strong stand will get stronger later on, while the weak shall get weaker. Besides the findings mentioned above, recommendations for further study and limitations of the present study were given at the end.