| Summary: | 碩士 === 國立政治大學 === 教育研究所 === 99 === 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.
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