壹、中文部分
王麗雲、游錦雲（2005）。學童社經背景與暑期經驗對暑期學習成就進展影響之研究。教育研究集刊，51（4），1-42。https://doi.org/10.6910/BER.200512_(51-4). 0001
余民寧（2006）。潛在變項模式：SIMPLIS的應用。高等教育。
吳明隆（2007）。結構方程模式：AMOS的操作與應用。五南。
吳明隆、張毓仁（2010）。結構方程模式：實務應用秘笈。五南。
呂仁禮（2011a）。以SEM檢定影響學業成就之文化資本因素暨模式複核效化。教育與多元文化研究，5，139-174。
呂仁禮（2011b）。文化資本對學業成就影響之結構方程模式檢定：以PISA 2006臺灣學生資料為例。教育行政論壇，3（2），29-59。
巫有鎰（1999）。影響國小學生學業成就的因果機制：以臺北市和臺東縣作比較。教育研究集刊，43，213-242。https://doi.org/10.6910/BER.199907_(43).0010
李文益（2003）。文化資本、社會資本與學業成績、成就抱負：臺東師院學生的貫時性因果分析（系統編號：091NTTTC576041）〔碩士論文，國立臺東師範學院〕。臺灣博碩士論文知識加值系統。
李文益（2004）。文化資本、多元入學管道與學生學習表現：以臺東師院為例。臺東大學教育學報，15（1），1-32。
李文益、黃毅志（2004）。文化資本、社會資本與學生成就的關聯性之研究：以臺東師院為例。臺東大學教育學報，15（2），23-58。
李佩嬛、黃毅志（2012）。國際新職業社經地位量表在臺灣社會科學研究中的適用性：以面訪成年民眾職業調查為例。臺灣社會學刊，49，207-239。https://doi. org/10.6786/TJS.201206.0207
李承傑、黃毅志（2016）。社經背景、學業成績、父母教育期望與學生教育抱負、職業抱負的關聯性研究：以臺東地區國二生為例。中正教育研究，15（2），125-167。
李承傑、董旭英（2018）。台灣新住民與原漢族群學生教育抱負影響機制之研究。教育學報，46（1），51-72。
李茂能（2009）。圖解AMOS在學術研究之應用。五南。
李敦仁（2007）。人力資本、財務資本、社會資本與教育成就關聯性之研究：Coleman家庭資源理論模式之驗證。教育與心理研究，30（3），111-141。
李敦仁、余民寧（2005）。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫資料為例。臺灣教育社會學研究，5（2），1-47。
李暉（2008）。受測結果與其他國際測驗之比較。載於林煥祥（主編），臺灣參加PISA 2006成果報告（頁199-226）。花蓮教育大學。
李鴻章（2006）。臺東縣不同族群學童數學學業成就影響模式之探討。臺灣教育社會學研究，6（2），1-41。
沈孟樺、林淑玲（2013）。國中生家庭社會資本與自我調整學習關係之研究。家庭教育雙月刊，41，6-30。
周依潔、林俊瑩、林玟秀（2014）。臺灣地區不同障礙類別特殊幼兒學習行為之差異分析：家庭社會資本的作用。特殊教育與復健學報，30，1-22。
林大森、陳憶芬（2006）。臺灣高中生參加補習之效益分析。教育研究集刊，52（4），35-70。https://doi.org/10.6910/BER.200612_(52-4).0002
林宛蓉、劉正（2014）。家庭社會資本與升學機會。教育與多元文化研究，10，1-35。
林松齡（1999）。母親對子女學業成就的影響：文化資本、經濟資源、與監督角色的比較。國立臺灣大學社會學刊，27，71-105。
林俊瑩（2007）。檢視個人與家庭因素、學校因素對學生學業成就的影響：以SEM與HLM分析我國國中教育階段機會均等及相關問題（系統編號：095NKNU0332005）〔博士論文，國立高雄師範大學〕。臺灣博碩士論文知識加值系統。
林俊瑩、黃毅志（2008）。影響臺灣地區學生學業成就的可能機制：結構方程模式的探究。臺灣教育社會學研究，8（1），45-88。
林信志、簡瑋成（2019）。臺灣都會地區國小弱勢學生暑期學習活動資本之研究。教育研究與發展期刊，15（3），23-58。
林素微、林娟如、吳正新、江培銘（2011）。學生PISA素養與基測表現的對照分析。載於臺灣PISA國家研究中心（主編），臺灣PISA 2009結果報告（頁187-193）。心理。
林煥祥（2008）。緒論。載於林煥祥（主編），臺灣參加PISA 2006成果報告（頁1-42）。花蓮教育大學。
邱皓政（2008）。結構方程模式的檢定力分析與樣本數決定。αβγ量化研究學刊，2（1），139-173。
凃金堂（2012）。量表編製與SPSS。五南。
洪碧霞、江培銘（2021）。臺灣PISA 2018執行概述。載於洪碧霞（主編）， PISA 2018臺灣學生的表現（頁11-24）。心理。
相楠、趙永佳（2018）。「望」子成龍會否淪為癡心「妄」想？論香港家長與子女教育期望之異同對學業成績的影響。教育學報，46（2），1-20。
范信賢（1997）。文化資本與學校教育：波狄爾觀點的探討。研習資訊，14（2），70-78。
孫清山、黃毅志（1994）。社會資源、文化資本與地位取得。東海學報，35，127-150。
孫清山、黃毅志（1996）。補習教育、文化資本與教育取得。臺灣社會學刊，19，95-139。https://doi.org/10.6786/TJS.199603.0095
張芳全（2006）。影響數學成就因素在結構方程式模型檢定：以2003年臺灣國二生TIMSS資料為例。國立臺北教育大學學報，19（2），163-196。
張芳全（2011）。家長教育程度、文化資本、自我抱負、學習興趣與數學成就之關係研究。臺中教育大學學報：教育類，25（1），29-56。https://doi.org/10.7037/ JNTUE.201106.0029
張芳全（2020）。國中學生英語學習成就之多層次分析：以自我期望與主觀幸福感為調節變項。教育政策論壇，23（2），95-134。
張芳全、王瀚（2014）。新移民與非新移民子女的家庭社經地位、家庭文化資本與家庭氣氛之縱貫性研究。教育研究與發展期刊，10（3），57-94。
張芳全、林盈均（2018）。家長教育程度、文化資本、教育期望與學生學習信念對國語成就影響之研究。臺北市立大學學報：教育類，49（1），1-26。https://doi. org/10.6336/JUTEE.201806_49(1).0001
張芳華（2013）。家長背景、家長參與學校教育與子女學業成就之關聯性：以北北宜三縣市國中學生為例。教育研究與發展期刊，9（2），117-144。
張芳華（2015）。家庭社經地位、社會資本對高中學生教育抱負影響之分析。教育研究學報，49（2），19-40。
張建成、陳珊華（2006）。生涯管教與行為管教的階級差異：兼論家庭與學校文化的連續性。教育研究集刊，52（1），129-161。https://doi.org/10.6910/BER. 200603_(52-1).0005
張善楠、黃毅志（1999）。臺灣原漢族別、社區與家庭對學童教育的影響。載於中華民國特殊教育學會（主編），臺灣原住民教育（頁149-178）。師大書苑。
許崇憲（2016）。父母教育期望的預測因子：性別及族群差異。教育與多元文化研究，13，153-189。
郭丁熒、許竣維（2004）。不同社經背景小學生的數學科學業成就、文化資本、經濟暨財務資本、及社會資本關係之差異。教育學誌，17，77-119。
陳怡靖（2001）。臺灣地區高中/技職分流與教育機會不均等性之變遷。教育研究集刊，47，253-282。https://doi.org/10.6910/BER.200107_(47).0011
陳怡靖（2009a）。人力資本、文化資本、社會資本與取得私立高薪幼稚園教職之研究。教育理論與實踐學刊，19，165-200。https://doi.org/10.7038/JETP.200906. 0166
陳怡靖、黃毅志（2011）。學科補習、社會資本、文化資本與高中多元入學關係之研究。教育研究學報，45（2），87-111。https://doi.org/10.7029/JES.201110. 0087
陳怡靖、鄭燿男（2000）。臺灣地區教育階層化之變遷：檢證社會資本論、文化資本論及財務資本論在臺灣的適用性。國家科學委員會研究彙刊：人文及社會科學，10（3），416-434。
陳怡靖（2009b）。台灣地區公/私立幼稚園教職取得之研究：人力資本、文化資本、社會資本之檢驗。教育與社會研究，17，79-110。https://doi.org/10. 6429/FES.200906.0079
陳俊瑋（2011）。學生教育抱負與學習成就關係之研究：長期追蹤資料之分析。當代教育研究季刊，19（4），127-172。https://doi.org/10.6151/CERQ.2011.1904. 04
陳俊瑋、黃毅志（2011）。重探學科補習的階層化與效益：Wisconsin模型的延伸。教育研究集刊，57（1），101-135。https://doi.org/10.6910/BER.201103_(57-1). 0004
陳科仁、廖年淼、陳斐娟（2017）。經濟弱勢學生家庭教育資源與學業表現對其教育分流影響之探討。教育政策論壇，20（4），33-62。
陳順利（2001）。原、漢青少年飲酒行為與學業成就之追蹤調查：以臺東縣關山地區為例。教育與心理研究，24，67-98。
陳順利、黃毅志（2015）。解除Coleman等人報告書的魔咒：學校中的班級因素對學業成績之影響。教育科學研究期刊，60（2），111-138。https://doi.org/10. 6209/JORIES.2015.60(2).04
陳寬裕、王正華（2018）。結構方程模型：運用AMOS分析。五南。
黃仁茂、陳怡靖、鄭燿男（2015）。金門縣國小學童之家庭社會資本、成就動機與學習適應關係之研究：軍警公教人員子女與一般家庭子女之比較。學校行政，100，66-87。
黃芳銘（2009）。結構方程模式：理論與應用。五南。
黃芳銘、楊金寶（2002）。國中生家庭階級影響偏差行為模式之研究。師大學報：教育類，47（2），203-230。https://doi.org/10.29882/JTNUE.200210.0005
黃庭康（2018）。不平等的教育：批判教育社會學的九堂課。群學。
黃隆興、王采薇、張德勝（2010）。誰是資優生？國小資優生家庭背景之探析。教育理論與實踐學刊，21，145-170。https://doi.org/10.7038/JETP.201006.0146
黃隆興、張德勝、王采薇（2010）。國小資優生與普通生家庭社經背景及文化資本之比較研究。教育與多元文化研究，2，59-94。
黃毅志（1996）。臺灣地區民眾地位取得之因果機制：共變結構分析。東吳社會學報，5，213-247。
黃毅志（2009）。國際新職業量表在臺灣教育研究中的適用性：本土化與國際化的考量。教育科學研究期刊，54（3），1-27。
黃毅志、林慧敏（2016）。教育、接觸和動員的社會資本與地位取得。教育研究集刊，62（2），97-130。
黃毅志、陳怡靖（2005）。臺灣的升學問題：教育社會學理論與研究之檢討。臺灣教育社會學研究，5（1），77-118。
黃瓊儀、吳怡慧、游錦雲（2015）。國中身心障礙學生家庭社經地位、社會資本、文化資本、財務資本與學習成果之關係研究。教育科學研究期刊，60（4），129-160。https://doi.org/10.6209/JORIES.2015.60(4).05
黃瓊儀、游錦雲、吳怡慧（2018）。國中普通班身心障礙學生親子互動、自我概念與學校適應之關係研究。教育科學研究期刊，63（1），103-140。https://doi.org/10.6209/JORIES.2018.63(1).04
楊淑萍、林煥祥（2010）。由家庭經濟資源及文化資源探討我國學生在PISA科學、數學素養的表現。科學教育學刊，18（6），547-562。https://doi.org/10.6173/ CJSE.2010.1806.03
楊肅棟（2001）。學校、教師、家長與學生特質對原漢學業成就的影響：以臺東縣國小為例。臺灣教育社會學研究，1（1），209-247。
詹秀雯、張芳全（2014）。影響國中生學習成就因素之研究。臺中教育大學學報：教育類，28（1），49-76。
榮泰生（2011）。AMOS與研究方法。五南。
劉正（2006）。補習在臺灣的變遷、效能與階層化。教育研究集刊，52（4），1-33。https://doi.org/10.6910/BER.200612_(52-4).0001
劉若蘭、林大森（2012）。家中第一代大學生的就學經驗、學習成果與畢業流向：與非第一代相比。教育實踐與研究，25（2），97-130。https://doi.org/10.6776/ JEPR.201212.0097
劉源俊（2020）。正本清源說素養。臺灣教育評論月刊，9（1），13-19。
蔡清田（2008）。DeSeCo能力三維論對我國十二年一貫課程改革的啟示。課程與教學，11（3），1-16。https://doi.org/10.6384/CIQ.200807.0001
蔡清田（2011a）。課程改革中的核心素養之功能。教育科學期刊，10（1），203-217。https://doi.org/10.6388/JES.201106.0203
蔡清田（2011b）。課程改革中的「素養」。幼兒教保研究期刊，7，1-13。https: //doi.org/10.6471/JECEC.201107.0001
鄭燿男、陳怡靖（2000）。臺灣地區家庭背景對就讀公/私立學校與受教育年數的影響：並檢證文化資本論財務資本論社會資本論之適用性。國民教育研究學報，6，103-140。
蕭仲廷、黃毅志（2015）。臺灣國三生原漢族群與其他出身背景透過社會資本、文化資本、財務資本對學業成就之影響。教育研究學報，49（1），29-54。
謝小芩（1998）。性別與教育期望。婦女與兩性學刊，9，205-231。https://doi.org/10. 6255/JWGS.1998.9.205
謝百亮（2014）。原住民幼兒家庭社經地位、家庭社會資本、家長教養態度與其學習表現之關係：結構方程之分析模式。慈濟大學教育研究學刊，10，129-167。https://doi.org/10.6754/TCUJ.201403_(10).0005
謝志龍（2011）。國中學生偏差行為之研究：社會資本的觀點。臺灣教育社會學研究，11（2），129-165。
謝志龍（2014）。家長參與對國中學生教育成就之影響：社會資本的觀點。臺灣教育社會學研究，14（1），93-134。
謝孟穎（2003）。家長社經背景與學生學業成就關聯性之研究。教育研究集刊，49（2），255-287。https://doi.org/10.6910/BER.200306_(49-2).0009
謝曼盈、張景媛（2019）。家長參與、科學學習動機與偏鄉地區國中生科學學習成就。教育心理學報，51（1），1-22。https://doi.org/10.6251/BEP.201909_51(1). 0001
簡茂發（1984）。高級中學學生家庭社經背景、教師期望與學業成就之關係。國立臺灣師範大學教育研究所集刊，26，1-97。https://doi.org/10.6910/ BGIENTNU.198406_(26).0001
簡晉龍、任宗浩、張淑婷（2008）。跨學科間自我概念與學業成就路徑模式之檢驗：整合模式在數學和科學領域的適用性。教育心理學報，40（1），107-126。https://doi.org/10.6251/BEP.20080116
藍郁平、何瑞珠（2013）。從PISA剖析家庭社會資本對學生基礎能力的影響。教育學報，41（1-2），65-83。
蘇船利、黃毅志（2009）。文化資本透過學校社會資本對臺東縣國二學生學業成績之影響。教育研究集刊，55（3），99-129。https://doi.org/10.6910/BER.200909_ (55-3).0004
龔心怡、李靜儀（2016）。國中學生數學自我概念與數學學業成就相互效果模式之縱貫研究：性別差異與城鄉差距之觀點。科學教育學刊，24（S），511-536。https://doi.org/10.6173/CJSE.2016.24S.04

貳、西文部分
Abrahamson, M., Mizruchi, E. H., & Hornung, C. A. (1976). Stratification and mobility. Macmillan.
Adams, R. (2002). Scaling PISA cognitive data. In R. Adams & M. Wu (Eds.), PISA 2000 technical report (pp. 99-108). OECD.
Andersen, I. G., & Jæger, M. M. (2015). Cultural capital in context: Heterogeneous returns to cultural capital across schooling environments. Social Science Research, 50, 177-188. https://doi.org/10.1016/j.ssresearch.2014.11.015
Arastaman, G., & Özdemir, M. (2019). Relationship between academic aspiration, academic self-efficacy and cultural capital as perceived by high school students. Education and Science, 44(197), 105-119. https://doi.org/10.15390/EB.2019. 8103
Bagozzi, R. P. (2007). On the meaning of formative measurement and how it differs from reflective measurement: Comment on Howell, Breivik, and Wilcox (2007). Psychological Methods, 12(2), 229-237. https://doi.org/10.1037/1082-989X.12.2. 229
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74-94. https://doi.org/10. 1007/BF02723327
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/10.1037/0022-3514.51.6.1173
Ben-Porath, Y.(1980). The F-connection: Families, friends, and firms and the organization of exchange. Population and Development Review, 6, 1-29. https:// doi.org/10.2307/1972655
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588-606. https:// doi.org/10.1037/0033-2909.88.3.588
Blackledge, D., & Hunt, B. (1985). Sociological interpretations of education. Croom Helm.
Blau, P. M., & Duncan, O. D. (1967). The American occupational structure. Free Press.
Bodovski, K., Jeon, H., & Byun, S.-y. (2017). Cultural capital and academic achievement in post-socialist Eastern Europe. British Journal of Sociology of Education, 38(6), 887-907. https://doi.org/10.1080/01425692.2016.1202746
Bollen, K. A. (1989). Structural equations with latent variables. John Wiley & Sons. https://doi.org/10.1002/9781118619179
Bollen, K. A. (1990). Overall fit in covariance structure models: Two types of sample size effects. Psychological Bulletin, 107(2), 256-259. https://doi.org/10.1037/ 0033-2909.107.2.256
Borsboom, D., Mellenbergh, G. J., & Heerden, J. v. (2003). The theoretical status of latent variables. Psychological Review, 110(2), 203-219. https://doi.org/10.1037/ 0033-295X.110.2.203
Bourdieu, P. (1968). Outline of a sociological theory of art perception. International Social Science Journal, 2(4), 589-612.
Bourdieu, P. (1971). Systems of education and systems of thought. In M. F. D. Young (Ed.), Knowledge and control: New directions for the sociology of education (pp. 189-207). Collier-Macmillan.
Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown (Ed.), Knowledge, education, and cultural change: Papers in the sociology of education (pp. 71-112). Tavistock. https://doi.org/10.4324/9781351018142-3
Bourdieu, P. (1974). The school as a conservative force: Scholastic and cultural inequalities. In J. Eggleston (Ed.), Contemporary research in the sociology of education (pp. 32-46). Methuen & Co Ltd.
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 487-511). Oxford University Press.
Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste ( R. Nice, Trans.). Harvard University Press. (Original work published 1979)
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). Greenwood Press.
Bourdieu, P. (1991). Social space and genesis of ‘classes.’ In J. B. Thompson (Ed.), G. Raymond & M. Adamson (Trans.), Language and symbolic power (pp. 229-251). Polity Press. (Original work published 1984)
Bourdieu, P., & Passeron, J. (1990). Reproduction in education, society and culture (R. Nice, Trans.). Sage publications. (Original work published 1977)
Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. University of Chicago Press.
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. Basic Books.
Brannick, M. T. (1995). Critical comments on applying covariance structure modeling. Journal of Organizational Behavior, 16(3), 201-213. https://doi.org/10.1002/job. 4030160303
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258. https://doi.org/10.1177/ 0049124192021002005
Bui, K. (2007). Educational expectations and academic achievement among middle and high school students. Education, 127(3), 328-331.
Byrne, B. M. (2012a). Structural equation modeling with Mplus: Basic concepts, applications, and programming. Routledge. https://doi.org/10.4324/ 9780203807644
Byrne, B. M. (2012b). Choosing structural equation modeling computer software: Snapshots of LISREL, EQS, Amos, and Mplus. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 307-324). The Guilford Press.
Byrne, B. M. (2016). Structural equation modeling with Amos: Basic concepts, applications, and programming. Routledge. https://doi.org/10.4324/ 9781315757421
Caro, D. H., Sandoval-Hernández, A., & Lüdtke, O. (2014). Cultural, social, and economic capital constructs in international assessments: An evaluation using exploratory structural equation modeling. School Effectiveness and School Improvement, 25(3), 433-450. https://doi.org/10.1080/09243453.2013.812568
Cheng, S.-T., & Kaplowitz, S. A. (2016). Family economic status, cultural capital, and academic achievement: The case of Taiwan. International Journal of Educational Development, 49, 271-278. https://doi.org/10.1016/j.ijedudev. 2016.04.002
Cheung, G. W., & Lau, R. S. (2008). Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models. Organizational Research Methods, 11(2), 296-325. https://doi.org/10.1177/1094428107300343
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233-255. https://doi.org/10.1207/ S15328007SEM0902_5
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95-S120. https://doi.org/10.1086/228943
Coleman, J. S. (1990a). Equality and achievement in education. Westview Press.
Coleman, J. S. (1990b). Foundations of social theory. Belknap Press of Harvard University Press.
Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity. Ayer.
Collins, R. (1979). The credential society: An historical sociology of education and stratification. Acadeimc Press.
Cuc, P. G. (2020). The role of social capital in children’s development. Romanian Journal of School Psychology, 13(25), 48-54. https://doi.org/10.2478/rjp-2020- 0005
Davis, K., & Moore, W. E. (1945). Some principles of stratification. American Sociological Review, 10, 242-249. https://doi.org/10.2307/2085643
De Graaf, N. D., De Graaf, P. M., & Kraaykamp, G. (2000). Parental cultural capital and educational attainment in the Netherlands: A refinement of the cultural capital perspective. Sociology of Education, 73(2), 92-111. https://doi.org/10. 2307/2673239
De Graaf, P. M. (1986). The impact of financial and cultural resources on educational attainment in the Netherlands. Sociology of Education, 59(4), 237-246. https:// doi.org/10.2307/2112350
DeWitt, J., & Archer, L. (2015). Who aspires to a science career? A comparison of survey responses from primary and secondary school students. International Journal of Science Education, 37(13), 2170-2192. https://doi.org/10.1080/ 09500693.2015.1071899
Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing LISREL: A guide for the uninitiated. Sage. https://doi.org/10.4135/9781849209359
DiMaggio, P. (1982). Cultural capital and school Success: The impact of status culture participation on the grades of U.S. high school students. American Sociological Review, 47(2), 189-201. https://doi.org/10.2307/2094962
DiMaggio, P., & Mohr, J. (1985). Cultural capital, educational attainment, and marital selection. American Journal of Sociology, 90(6), 1231-1261. https://doi.org/10. 1086/228209
Durkheim, E. (1933). The division of labor in society (G. Simpson, Trans.). Free Press. (Original work published 1893)
Fan, X., & Sivo, S. A. (2009). Using Δgoodness-of-fit indexes in assessing mean structure invariance. Structural Equation Modeling: A Multidisciplinary Journal, 16(1), 54-69. https://doi.org/10.1080/10705510802561311
Farkas, G., Grobe, R. P., Sheehan, D., & Shuan, Y. (1990). Cultural resources and school success: Gender, ethnicity, and poverty groups within an urban school district. American Sociological Review, 55(1), 127-142. https://doi.org/10.2307/ 2095708
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
Fuller, E. L. Jr., & Hemmerle, W. J. (1966). Robustness of the maximum-likelihood estimation procedure in factor analysis. Psychometrika, 31(2), 255-266. https:// doi.org/10.1007/BF02289512
Ganzeboom, H. B. G. (2010, May 1). A new international socio-economic index (ISEI) of occupational status for the international standard classification of occupation 2008 (ISCO-08) constructed with data from the ISSP 2002-2007: With an analysis of quality of occupational measurement in ISSP [Paper presentation]. Annual Conference of International Social Survey Programme, Lisbon, Portugal.
Ganzeboom, H. B. G., & Treiman, D. J. (1996). Internationally comparable measures of occupational status for the 1988 international standard classification of occupations. Social Science Research, 25(3), 201-239. https://doi.org/10.1006/ ssre.1996.0010
Gatignon, H. (2014). Statistical analysis of management data. Springer. https://doi. org/10.1007/978-1-4614-8594-0
Gilomen, H., Rychen, D. S., & Salganik, L. H. (2001). Concluding remarks. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 247-251). Hogrefe & Huber.
Granovetter, M. (1985). Economic action and social structure: The problem of embeddedness. American Journal of Sociology, 91(3), 481-510. https://doi.org/ 10.1086/228311
Hair, J. F. Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Hair, J. F. Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Pearson Education Limited.
Harvey-Beavis, A. (2002). Student and school questionnaire development. In R. Adams & M. Wu (Eds.), PISA 2000 technical report (pp. 33-38). OECD.
Hauser, R. M., Tsai, S.-L., & Sewell, W. H. (1983). A Model of stratification with response error in social and psychological variables. Sociology of Education, 56(1), 20-46. https://doi.org/10.2307/2112301
Heslin, K. C., Stein, J. A., Heinzerling, K. G., Pan, D., Magladry, C., & Hays, R. D. (2011). Clinical correlates of health-related quality of life among opioid-dependent patients. Quality of Life Research, 20(8), 1205-1213. https:// doi.org/10.1007/s11136-011-9858-y
Hoelter, J. W. (1983). The analysis of covariance structures: Goodness-of-fit indices. Sociological Methods & Research, 11(3), 325-344. https://doi.org/10.1177/ 0049124183011003003
Homburg, C. (1991). Cross-validation and information criteria in causal modeling. Journal of Marketing Research, 28(2), 137-144. https://doi.org/10.1177/ 002224379102800202
Howell, R. D., Breivik, E., & Wilcox, J. B. (2007). Reconsidering formative measurement. Psychological Methods, 12(2), 205-218. https://doi.org/10.1037/ 1082-989X.12.2.205
Hu, L.-t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hulland, J. (1999). Use of partial least squares (PLS) in strategic management research: A review of four recent studies. Strategic Management Journal, 20(2), 195-204. https://doi.org/10.1002/(SICI)1097-0266(199902)20:2<195::AID- SMJ13>3.0.CO;2-7
Hvistendahl, R., & Roe, A. (2004). The literacy achievement of Norwegian minority students. Scandinavian Journal of Educational Research, 48(3), 307-324. https:// doi.org/10.1080/00313830410001695754
Kaplan, D. (2000). Structural equation modeling: Foundations and extensions. Sage.
Kelloway, E. K. (1995). Structural equation modelling in perspective. Journal of Organizational Behavior, 16(3), 215-224. https://doi.org/10.1002/job. 4030160304
Khattab, N. (2002). Social capital, students’ perceptions and educational aspirations among Palestinian students in Israel. Research in Education, 68(1), 77-88. https: //doi.org/10.7227/RIE.68.8
Kingston, P. W. (2001). The unfulfilled promise of cultural capital theory. Sociology of Education, 74, 88-99. https://doi.org/10.2307/2673255
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). Guilford.
Kline, R. B. (2012). Assumptions in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 111-125). The Guilford Press.
Knapp, M. S., & Woolverton, S. (2001). Social class and schooling. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 548-569). MacMillan Publishing.
Lee, T., Cai, Li., & MacCallum, R. C. (2012). Power analysis for tests of structural equation models. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 181-194). The Guilford Press.
Lei, P.-W., & Wu, Q. (2012). Estimation in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 164-180). The Guilford Press.
Linnakylä, P., Malin, A., & Taube, K. (2004). Factors behind low reading literacy achievement. Scandinavian Journal of Educational Research, 48(3), 231-249. https://doi.org/10.1080/00313830410001695718
Little, T. D. (1997). Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research, 32(1), 53-76. https://doi.org/10.1207/s15327906mbr3201_3
Loury, G. C. (1977). A dynamic theory of racial income differences. In P. A.Wallace & A. M. LaMond (Eds.), Women, minorities, and employment discrimination (pp. 153-186). Lexington Books.
Loury, G. C. (1987). Why should we care about group inequality? Social Philosophy and Policy, 5, 249-271. https://doi.org/10.1017/S0265052500001345
MacCallum, R. (1986). Specification searches in covariance structure modeling. Psychological Bulletin, 100(1), 107-120. https://doi.org/10.1037/0033-2909.100. 1.107
MacCallum, R. C., Browne, M. W., & Cai, L. (2006). Testing differences between nested covariance structure models: Power analysis and null hypotheses. Psychological Methods, 11(1), 19-35. https://doi.org/10.1037/1082-989X.11.1. 19
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130-149. https://doi.org/10.1037/1082-989X.1.2.130
MacCallum, R. C., Roznowski, M., & Necowitz, L. B. (1992). Model modifications in covariance structure analysis: The problem of capitalization on chance. Psychological Bulletin, 111(3), 490-504. https://doi.org/10.1037/0033-2909.111. 3.490
MacCallum, R. C., Roznowski, M., Mar, C. M., & Reith, J. V. (1994). Alternative strategies for cross-validation of covariance structure models. Multivariate Behavioral Research, 29(1), 1-32. https://doi.org/10.1207/s15327906mbr2901_1
Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519-530. https://doi.org/10.1093/biomet/57.3. 519
Marks, G. N. (2008). Are father's or mother's socioeconomic characteristics more important influences on student performance? Recent international evidence. Social Indicators Research, 85(2), 293-309. https://doi.org/10.1007/s11205-007- 9132-4
Marsh, H. W. (1994). Confirmatory factor analysis models of factorial invariance: A multifaceted approach. Structural Equation Modeling: A Multidisciplinary Journal, 1(1), 5-34. https://doi.org/10.1080/10705519409539960
Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups. Psychological Bulletin, 97(3), 562-582. https://doi.org/ 10.1037/0033-2909.97.3.562
Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391-410. https://doi.org/10.1037/0033-2909.103.3.391
Merton, R. K. (1948). The self-fulfilling prophecy. The Antioch Review, 8(2), 193-210. https://doi.org/10.2307/4609267
Miliband, R. (1977). Marxism and politics. Oxford University Press.
Moote, J., Archer, L., DeWitt, J., & MacLeod, E. (2020). Comparing students’ engineering and science aspirations from age 10 to 16: Investigating the role of gender, ethnicity, cultural capital, and attitudinal factors. Journal of Engineering Education, 109(1), 34-51. https://doi.org/10.1002/jee.20302
OECD (1999). Measuring student knowledge and skills: A new framework for assessment. OECD. https://doi.org/10.1787/9789264173125-en
OECD (2001). Knowledge and Skills for Life: First results from PISA 2000. OECD. https://doi.org/10.1787/9789264195905-en
OECD (2003). Literacy skills for the world of tomorrow: Further results from PISA 2000. OECD. https://doi.org/10.1787/9789264102873-en
OECD (2004a). Learning for tomorrow’s world: First results from PISA 2003. OECD.
OECD (2004b). The PISA 2003 assessment framework: Mathematics, reading, science and problem solving knowledge and skills. OECD.
OECD (2005a). PISA 2003 technical report. OECD.
OECD (2005b). The definition and selection of key competencies: Executive summary. https://www.oecd.org/pisa/35070367.pdf
OECD (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. OECD. https://doi.org/10.1787/journal_dev-v6-sup1-en
OECD (2007). PISA 2006: Vol. 1. Analysis. OECD.
OECD (2009a). PISA data analysis manual: SPSS (2nd ed.). OECD.
OECD (2009b). PISA 2006 technical report. OECD.
OECD (2009c). PISA 2009 assessment framework: Key competencies in reading, mathematics and science. OECD.
OECD (2010a). PISA 2009 results: Vol. 1. What students know and can do: Student performance in reading, mathematics and science. OECD.
OECD (2010b). PISA 2009 results: Vol. 2. Overcoming social background: Equity in learning opportunities and outcomes. OECD.
OECD (2010c). PISA 2009 results: Vol. 4. What makes a school successful: Resources, policies and practices. OECD.
OECD (2013a). PISA 2012 results: Vol. 2. Excellence through equity. OECD.
OECD (2013b). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. OECD.
OECD (2014). PISA 2012 results: Vol. 1. What students know and can do? OECD.
OECD (2016a). PISA 2015 results: Vol. 1. Excellence and equity in education. OECD.
OECD (2016b). Equations and inequalities: Making mathematics accessible to all. OECD.
OECD (2017a). PISA 2015 technical report. OECD.
OECD (2017b). PISA 2015 results: Vol. 3. Students’ well-being. OECD.
OECD (2017c). PISA 2015 results: Vol. 5. Collaborative problem solving. OECD.
OECD (2017d). PISA 2015 assessment and analytical framework: Science, reading, mathematic, financial literacy and collaborative problem solving. OECD.
OECD (2018). Equity in education: Breaking down barriers to social mobility. OECD. https://doi.org/10.1787/9789264073234-en
OECD (2019a). PISA 2018 results: Vol. 1. What students know and can do? OECD.
OECD (2019b). PISA 2018 results: Vol. 2. Where all students can succeed? OECD.
OECD (2019c). PISA 2018 results: Vol. 3. What school life means for student’s lives? OECD.
OECD (2019d). PISA 2018 assessment and analytical framework. OECD.
OECD (in press). PISA 2018 technical report. OECD.
OECD, & Statistics Canada (2000). Literacy in the information age: Final report of the International Adult Literacy Survey. OECD. https://doi.org/10.1787/ 9789264181762-en
Osińska, M., & Stawicki, J. (2017). Identification of heuristics in the process of decision making on financial markets. In K. Nermend & M. Łatuszyńska (Eds.), Neuroeconomic and behavioral aspects of decision making: Proceedings of the 2016 computational methods in experimental economics (CMEE) conference (pp. 109-130). Springer International Publishing. https://doi.org/10.1007/978-3-319- 62938-4_8
Pohlmann, J. T. (2004). Use and interpretation of factor analysis in The Journal of Educational Research: 1992-2002. The Journal of Educational Research, 98(1), 14-23. https://doi.org/10.3200/JOER.98.1.14-23
Puzić, S., Gregurović, M., & Košutić, I. (2015). Cultural capital – a shift in perspective: An analysis of PISA 2009 data for Croatia. British Journal of Sociology of Education, 37(7), 1056-1076. https://doi.org/10.1080/01425692. 2014.1001058
Raykov, T., & Marcoulides, G. A. (2006). A first course in structural equation modeling (2nd ed.). Lawrence Erlbaum Associates.
Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis. Routledge. https://doi.org/10.4324/9780203809532
Raykov, T., & Widaman, K. F. (1995). Issues in applied structural equation modeling research. Structural Equation Modeling, 2(4), 289-318. https://doi.org/10.1080/ 10705519509540017
Reissman, L. (1967). Social stratification. In N. J. Smelser (Eds.), Sociology: An introduction (pp. 203-268). Wiley.
Rose, S. A., Markman, B., & Sawilowsky, S. (2017). Limitations in the systematic analysis of structural equation model fit indices. Journal of Modern Applied Statistical Methods, 16(1), 69-85. https://doi.org/10.22237/jmasm/1493597040
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. Holt, Rinehart and Winston.
Rychen, D. S., & Salganik, L. H. (2003). A holistic model of competence. In D. S. Rychen & L. H. Salganik (Eds.), Key competencies for a successful life and a well-functioning society (pp. 41-62). Hogrefe & Huber.
Schneider, B. (2002). Social capital. In D. L. Levinson, P. W. Cookson Jr., & A. R. Sadovnik (Eds.), Education and sociology: An encyclopedia (pp. 545-550). Routledge.
Schulz, W. (2002). Constructing and validating the questionnaire indices. In R. Adams & M. Wu (Eds.), PISA 2000 technical report (pp. 217-252). OECD.
Schumacker, R. E., & Lomax, R. G. (2016). A beginner’s guide to structural equation modeling. Routledge. https://doi.org/10.4324/9781315749105
Sewell, W. H., & Hauser, R. M. (1980). The Wisconsin longitudinal study of social and psychological factors in aspirations and achievements. Research in Sociology of Education and Socialization, 1, 59-99.
Sewell, W. H., & Shah, V. P. (1968a). Parents’ education and children’s educational aspirations and achievements. American Sociological Review, 33(2), 191-209. https://doi.org/10.2307/2092387
Sewell, W. H., & Shah, V. P. (1968b). Social Class, parental encouragement, and educational aspirations. The American Journal of Sociology, 73(5), 559-572. https://doi.org/10.1086/224530
Sewell, W. H., Haller, A. O., & Ohlendorf, G. W. (1970). The educational and early occupational status attainment process: Replication and revision. American Sociological Review, 35(6), 1014-1027. https://doi.org/10.2307/2093379
Sewell, W. H., Haller, A. O., & Portes, A. (1969). The educational and early occupational attainment process. American Sociological Review, 34(1), 82-92. https://doi.org/10.2307/2092789
Sewell, W. H., Hauser, R. M., Springer, K. W., & Hauser, T. S. (2004). As we age: A review of the Wisconsin longitudinal study, 1957–2001. Research in Social Stratification and Mobility, 20, 3-111. https://doi.org/10.1016/S0276- 5624(03)20001-9
Shahidul, S. M., Karim, A. H. M. Z., & Mustari, S. (2015). Social capital and educational aspiration of students: Does family social capital affect more compared to school social capital? International Education Studies, 8(12), 255-260. https://doi.org/10.5539/ies.v8n12p255
Sieben, S., & Lechner, C. M. (2019). Measuring cultural capital through the number of books in the household. Measurement Instruments for the Social Sciences, 2(1), 1-6. https://doi.org/10.1186/s42409-018-0006-0
Spenner, K. I., & Featherman, D. L. (1978). Achievement ambitions. Annual Review of Sociology, 4(1), 373-420. https://doi.org/10.1146/annurev.so.04.080178. 002105
Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics. Pearson Education Limited.
Tabachnick, B. G., & Fidell, L. S. (2018). Using multivariate statistics. Pearson India Education.
Tan, C. Y. (2015). The contribution of cultural capital to students’ mathematics achievement in medium and high socioeconomic gradient economies. British Educational Research Journal, 41(6), 1050-1067. https://doi.org/10.1002/berj. 3187
Tan, C. Y. (2020). What PISA and ASPIRES studies tell us about the nuanced influence of cultural capital on student learning: Construct complexity, student outcomes and contexts. British Educational Research Journal, 46(2), 1338-1356. https://doi.org/10.1002/berj.3635
Tan, C. Y., & Liu, D. (2018). What is the influence of cultural capital on student reading achievement in Confucian as compared to non-Confucian heritage societies? Compare: A Journal of Comparative and International Education, 48(6), 896-914. https://doi.org/10.1080/03057925.2017.1369392
Teachman, J. D. (1987). Family background, educational resources, and educational attainment. American Sociological Review, 52(4), 548-557. https://doi.org/10. 2307/2095300
Turmo, A. (2004). Scientific literacy and socio-economic background among 15-year-olds: A Nordic perspective. Scandinavian Journal of Educational Research, 48(3), 287-305. https://doi.org/10.1080/00313830410001695745
Ullman, J. B. (2018). Structural equation modeling. In B. G. Tabachnick & L. S. Fidell (Eds.), Using multivariate statistics (pp. 731-836). Pearson India Education.
Whittaker, T. A., & Schumacker, R. E. (2022). A beginner’s guide to structural equation modeling. Routledge. https://doi.org/10.4324/9781003044017
Xie, C., & Ma, Y. (2019). The mediating role of cultural capital in the relationship between socioeconomic status and student achievement in 14 economies. British Educational Research Journal, 45(4), 838-855. https://doi.org/10.1002/berj.3528
Yin, P., & Fan, X. (2003). Assessing the factor structure invariance of self-concept measurement across ethnic and gender groups: Findings from a national sample. Educational and Psychological Measurement, 63(2), 296-318. https://doi.org/10. 1177/0013164403251328