本研究採用多層線性模式（ hierarchical linear modeling）進行分析，以探討家庭社會資本對學生成績的效應。樣本為參與 2002年「香港學生能力國際評估計劃」正式測試的 140所學校中 4,405名學生。結果顯示：整體而言，家庭社會資本與閱讀、數學和科學能力有顯著關係。在兩大範疇的社會資本中，過程方面的社會資本較結構方面的社會資本更為重要。就個人層次而言，有幾項過程方面的社會資本（包括家內文化溝通、家內一般溝通及父母對子女的教育期望）對基礎能力的效應較強。就學校層次而言，結構方面的社會資本（主要是學校裏家長網路平均值）對學生成績的正面脈絡效應頗強。總體而言，本研究結果支持 Coleman的社會資本創造人力資本的理論。

This article examines the effect of family social capital on students’ literacy performance. Data of the present study come from the first cycle of the Programme for International Student Assessment (PISA), which was conducted in 2002 in Hong Kong. A total of 4,405 fifteen-year-old students from 140 secondary schools completed the assessment and questionnaires. Hierarchical linear modeling (HLM) is used to examine the effect of family social capital on students’ reading, mathematical, and scientific literacy performance. Findings from the HLM analysis indicate that most measures of family social capital are consistently associated with students’ reading, mathematical, and scientific literacies. At the student level, students scored higher if their parents have more cultural or social communication with them. Parents with higher educational expectation also contribute significantly to students’ literacy performance. At the school level, school average level of parental network has strong positive contextual effect on students’ literacy performance. Overall, evidence from this study supports Coleman’s thesis of social capital in the creation of human capital.