The effect of mother and fathar involvement between socioeconomic status and their children academic achievement: Evidence from taiwan education panel survey

本研究目的探討：（一）家庭社經地位、父親參與、母親參與對學習成就結構的關係模式；（二）運用多群組樣本測量模式，比較不同家庭社經地位（高、中、低三群組）學生其父親、母親參與對學習成就的關係模式。 本研究採用「結構方程模式」建立上述模式，並採用TEPS 2001「台灣教育長期追蹤資料庫」中9,141位國一學生（只以親生父母親同住子女）及其父親、母親為研究樣本。 本研究歸納出以下結論茲分述如下： 一、 結構方程模式考驗結果顯示「家庭社經地位、父親、母親參與和學習成就模式」與TEPS次級資料達到良好適配，表示家庭社經地位對學習成就具有正相關直接影響效果，同時父親間接參與對學習成就無顯著影響，而母親間接參與則有達到正向顯著影響。 二、 不同社經地位學生，其父親參與對子女學習成就無顯著影響，但母親參與對子女學習成就則呈正相關顯著差異。 三、 「高家庭社經地位學生的父親參與、母親參與對學習成就的關係模式」為良好適配指標，但是父親參與未達顯著性，母親參與程度則達正相關顯著水準。 四、 「中家庭社經地位學生的父親參與、母親參與對學習成就的關係模式」亦為良好適配指標，其中父親參與仍然未達顯著性，母親參與程度則達正相關且顯著水準。 五、 「低家庭社經地位學生的父親參與、母親參與對學習成就的關係模式」適配度指標最佳，但是父親參與仍然未達顯著性，母親參與則依然呈正相關顯著。 最後，依據上述研究發現，就研究結果與研究方法兩方面，將提出相關研究建議以供教育實務上及未來研究之參考。The purposes of this study are to explore the effects of mother and father involvement between socioeconomic status（SES）and their children academic achievement. The data of the public released core panel data from the Taiwan Education Panel Survey（TEPS）in 2001 was used. The sample was drawn from TEPS and was constituted by 9,141 adolescents who were seventh graders and lived with their birth parents in 2001. This study explores that what role parental involvement plays between SES and academic achievement, and uses structural equation modeling (SEM) to create a mother and father involvement model that affects academic achievement. In addition, the multi-groups model was used to analyze how the SES affects mother and father involvement and children academic achievement. The results are summarized as follows: 1. The test result of SEM suggested that the proposed “Model of effects of SES/parental involvement on children academic achievement” fit the core panel data well. This showed SES had direct effect on academic achievement and had indirect effect through mother and father involvement. 2. Among all the SES groups, father involvement positively correlated with children’s academic achievement but not significantly. Mother involvement showed positive correlation and significantly. 3. The model of effect of parental involvement in higher SES family fits the data well, but father involvements positively correlated with children academic achievement and not significantly. Mother involvement positively and significantly correlated with children’s academic achievement. 4. The model of effect of parental involvement in middle SES family fits the data well. Father involvement still positively but not significantly correlated with children’s academic achievement; mother involvement positively and significantly correlated with children’s academic achievement. 5. The model of effect of parental involvement in low SES family fits the data best. Father involvement positively correlated with children’s academic achievement but not significantly; mother involvement also positively and significantly correlated with children’s academic achievement. Finally, the study discusses the implications of parental involvement and suggests directions for future research