高中職學生家務及家庭生意勞動參與對學習成績之影響— 以TEPS2005 為例

Abstract

本文運用「台灣教育長期追蹤資料庫」（TEPS）2005 年第三波資料，探討高中職學生在家務與家庭生意勞動參與下，對升學測驗成績（學測與統測）的影響。研究透過普通最小平方法（OLS）與兩階段最小平方法（2SLS）進行分析，嘗試處理潛在的樣本選擇偏誤與內生性問題，並進一步比較不同教育軌道與家庭經濟型態之差異。 研究結果顯示，家務勞動時間與升學表現呈顯著負相關。即使控制個人特徵、家庭背景與學校屬性後，每增加一小時家務時間，學測總級分平均下降約 2.3 級分（滿分 75 級分，約降幅 3\%），統測國英數總分平均下降約 6 分（滿分 300 分，約降幅 2\%）。2SLS 結果顯示，若未處理樣本選擇偏誤與內生性問題，OLS 可能低估家務負擔對學習成就的不利影響，估計幅度約為學測下降 9 級分、統測下降 20 分(約降幅 12\%、6.7\%）。綜合分析發現，在學測樣本，家務勞動對升學表現的負面影響以普通高中與非經營生意家庭的學生受到的影響最大；而在統測樣本中，則以高職學生與來自經營生意家庭的子女最為顯著，顯示教育制度與家庭經濟型態在形塑學習落差上的結構性影響，且家庭勞動責任可能加深教育成果的不平等。

This study draws on data from the \textit{Taiwan Education Panel Survey: Wave 3 (2005) Senior (Vocational) High School and Junior College Students} to examine how participation in household chores and family business work influences academic achievement, as measured by the General Scholastic Ability Test (GSAT) and the Technological and Vocational Education Entrance Examination (TVEE). The analysis employs Ordinary Least Squares (OLS), and Two-Stage Least Squares (2SLS) to address potential selection bias and endogeneity, while comparing differences across educational tracks and family economic contexts. The results indicate a significant negative relationship between household labor and test performance. After controlling for individual, family, and school characteristics, each additional hour spent on household work is associated with an average decline of 2.3 points on the GSAT (out of 75, about 3\%) and 6 points on the TVEE (out of 300, about 2\%). The 2SLS estimates suggest that OLS may underestimate the true adverse impact-academic scores decline by roughly 9 points on the GSAT and 20 points on the TVEE (about 12\% and 6.7\%). Overall, household labor exerts stronger negative effects among general high school students and those from non-business-owning families in the GSAT sample, and among vocational students and children from business-owning families in the TVEE sample. These findings underscore how educational structures and family economic roles jointly shape learning inequality, suggesting that domestic and economic labor responsibilities can exacerbate disparities in academic outcomes.