父母離異對子女教育成就之影響—以追蹤資料為例

Abstract

本文欲探討各家庭之子女於不同階段（國小前時期、國小時期、國中時期、高中時期），面臨家庭結構的改變，對其最終教育程度之影響。在家庭結構方面，主要注重在父母親的婚姻狀態，並將其狀態分為雙親家庭（婚姻完整）、父母親一方過世的單親家庭、父母親離婚的離婚家庭以及父親或母親一方再婚的再婚家庭（繼親家庭）。父母親婚姻狀態的變化對子女造成之影響，社會學家歸納出以下三項假設：家庭結構改變後經濟的被剝奪感、父母親的角色扮演以及父母親離婚對子女造成的壓力，而本研究將從此三項假設延伸做討論。 本研究資料來源為中央研究院社會學研究所的「青少年成長歷程研究」，此資料為自民國89年至民國100年，長達11年期的追蹤資料。文中將以兩種方式，固定效果OLS模型與固定效果Logit迴歸模型，分析子女分別在四個不同的求學時期(國小前時期、國小時期、國中時期、高中時期)面臨到父母親婚姻狀態改變、以及分析總求學時期(0~18歲)與個別求學時期：童年時期(0~12歲)與青少年時期(13~18歲)，面臨父母親離異之年數，對於父母親婚姻狀態的變化、家庭背景、個人特質與子女最終受教育年數之間的關係，並將結果加以比較。 實證結果顯示，性別與子女教育年數為顯著負相關，意即男孩教育年數顯著低於女孩。而父母親的三種婚姻狀態：離婚、過世與再婚，皆與子女教育年數為顯著負相關，其中又以父母親離婚對子女教育年數之影響最大，且隨著子女年齡的增長，父母親婚姻狀態改變對子女教育年數之影響逐漸減小。另外，母親生育子女時之年齡為35歲(含)以上，與其子女教育年數為顯著負相關。而父母親對性別平權之看法，也與子女教育年數為負相關。

In this article, we are going to discover what happens to children’s educational achievement if those children have had to face a family disruption during different educational periods (before elementary school, in elementary school, junior high and senior high). In family structures, we place emphasis on the parents’ marital status separated into three types: two-parent family, one parent family, and remarried family. Sociologists have concluded the influence on children when facing their parents’ marital status changes into three assumptions: financially deprived when facing a change in family structure, the parents’ role model, and the stress on the children when their parent’s divorce. The data source of this study is the Taiwan Youth Project from Academic Sinica. This data was collected from 2000 to 2011. In this article, we are using two methods: a fixed effect ols model, and a fixed effect logit model. Our purpose is to analyze what the children’s educational achievement will be when facing a change of their parents’ marital status in four different educational periods. Also, we will analyze the whole education period (0~18yrs old), and the separate education periods: childhood (0~12yrs old), and adolescence (13~18yrs old), to see what the relationship between the children’s educational achievement, characteristic, and the family background, when facing different years of family disruptions. Our result shows that children’s gender is a negative relation with educational achievement, which means that the boys’ educational years are lower than the girls. The three states of parents’ marriage: divorce, death, and remarriage, are all negative relations between the children’s educational achievement. Moreover, a parent’s divorce influences the children’s educational achievements the most, and the influence of the parent’s marital status declines when the children grow older. Furthermore, if a mother bears a child after 35 years, the parents’ opinion of gender equality is also a negative relation with educational achievement.