• 研究生: 蘇裕翔
• 論文名稱: 父母參與對子女認知能力和行為表現的影響
• 指導教授: 沈幼蓀
• 關鍵字: 父母參與、認知能力、行為問題
• 在國外有相當多文獻指出，父母參與對子女學習表現和問題行為的影響，但很少有人討論父親參與和母親參與之間的差異。因此，本文基於其他研究的討論結果，認為父親參與是偏向子女的行為訓誡，而母親參與則是提升學生認知能力的表現。分析資料是使用TEPS第一波和第二波學生資料，並合併第一波家長問卷，其研究結果發現加入家庭背景，及國一認知能力和問題行為的控制變項後，父親監督功課的參與行為，能顯著降低男生的問題行為；母親的監督功課和參加學校活動，則有顯著提升學生的認知能力。雖然父母參與變項並未提高很多解釋力，但整體結果似乎呈現，父親角色是偏向行為面，而母親參與則偏向認知學習的幫助。
• Parental involvement had effect on cognition and behavioral problem of their children. However, there was little discussion about the difference of paternal involvement and maternal involvement. According to discussion result of other researches, this study inferred paternal involvement was related to disciplining children’s behavior, and maternal involvement was related to helping test scores of students in school. This study used TEPS (Taiwan education panel Survey) Wave-1 and Wave-2 students’ data, and combined with Wave-1 parental questionnaire in analysis. The results of my study found that, adding the control variables of family background and grade one scores and behavioral problems in junior high school, monitoring schoolwork of paternal involvement can significantly reduce boys’ behavioral problems, and monitoring schoolwork and attending school activities of maternal involvement can significantly increase the grade points of students. Even though parental involvement variables didn’t improve r-square power for model, overall results seemed to show paternal role was related to behavior aspect, and maternal involvement was related to helping with cognitive learning.