This study aimed to explore the relationship among poverty culture, learning motivation, social care, and self-concept of students with different learning backgrounds. All data were collected from 247 general fourth-grade elementary school students, including 51 disadvantaged in Pingtung area. Independent samples t-test, Pearson product-moment correlation, and stepwise regression analysis were employed to analyze all data. The findings are: firstly, there was a significant difference between two groups of children's learning backgrounds. Based on the level of disadvantaged school children's poverty culture was higher than that of general children's. The level of disadvantaged school children's self-concept was lower than that of general children's. Additionally, both groups of school children had the same level of learning motivation and social care. Secondly, the general children's poverty culture was a negative weighting factor to learning trait according to the results of the correlation analysis. For the disadvantaged school children, there is a significant positive correlation between "poverty culture" and "performance goal orientation". Meanwhile, both groups of school children also had a significant positive correlation among the variables of learning motivation, self-concept and social care. Thirdly, among all of the school children, helping belief and social care, self-efficiency in learning motivation, and poverty culture could explain 33% of the variance in self-concept with helping beliefs explaining 26%. Furthermore, poverty culture had negative effect on total self-concept, family concept, and emotion concept. In addition, among disadvantaged school children, helping beliefs could explain the variance in total self-concept, family concept, school concept, and appearance concept (20%, 16%, 22%, and 9% respectively.) Among disadvantaged school children, care beliefs could explain the variance in body-concept and emotion concept (8% and 28% respectively.). Finally, recommendations are provided to teachers’ teaching practicum and guidance as well as future research.