| Summary: | 碩士 === 國立高雄大學 === 應用經濟學系碩士班 === 105 === This study explores whether good family relationships help to improve the junior high school students' academic achievement. Family relationships include family atmosphere, family interaction, parents concern, communication and coordination. We also explore the effect of parental conflict on students’ academic performance conditional on parent are married. The data used here is from the testing questionnaire of Taiwan Education Panel Study (shortened as TEPS) in 2001 and 2003 for junior high school students. The result shows that students’ achievement is better when their parents are cohabitated than those whose parents are divorced or separated. From the seventh grade to ninth grade, students make more progress when parents are married.
The longer time a mother stay with a student, the better achievement the student will get. The opposite is for the father’s case. In addition, the longer time mother stay with students, students' achievement will have significant progress. No matters of positive or negative concern, the father’s or mother’s concern has positive impacts on students' academic achievement, and the effect from mother is significantly better than father. Parental concern has indifference effect between boys and girls. Positively parental discipline has significantly positive effect on students' academic achievement, while negatively parental discipline has significantly negative effect on students' academic achievement. Mother’s discipline will have significant improvement on student achievement, however negatively parental discipline will have significant
setback on student achievement. The effects of parental discipline on boys and girls are indifference. Parental conflicts have significant negative effect on students' academic achievement. Even when parents are married, parental conflict and parents with bad relationships will have damage on students’ achievement.
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