| Summary: | 碩士 === 淡江大學 === 產業經濟學系碩士班 === 106 === Social scientists recognized that parenting practices is an important factor to children’s future development whether from Socialization, perspective of lifestyle and human capital investment.In this thesis, I use the first and third waves of the Taiwan Youth Project (TYP) to analyze the effects of parenting practicesondelinquencyand academic adjustment problems.Followed Wu (2016), the parenting practices are classified into supervision, strict punishment, communication and diligent arranging from parenting practices.
First, I use the OLS models to examine the impacts of parenting practices in students’ seventh and ninth grades on the delinquency and academic adjustment problems in ninth grade, respectively. Second, I use the fixed effect model to eliminate the source of individual’s heterogeneity to alleviate the omitted variable bias. Results show that parenting practices are important factors for juvenile delinquency and academic adjustment problems. Meanwhile, OLS estimates of parenting practices are significantly large than those of FE, which is evidence that OLS estimation suffer omitted variable bias. Both the OLS and FE estimations indicate that parental supervision reduces children’s external delinquency and academic adjustment problems, while parental strict punishment leads to more internal delinquency and academic adjustment problems. In addition, I find that the OLS estimates of parenting practices in seventh and ninth grades on delinquency and academic adjustment problems differ from each other significantly. This difference suggests that parents may be able to influence children’s delinquency and academic adjustment problems by altering their parenting practices.
Motivated from this observation, I analyze parenting strategies with two aspects, starting parenting and stopping parenting, by using the Entropy Balancing methodology. Starting parenting and stopping parenting are defined as follows. Starting parenting is created by coding 1 if the parents do not use the parenting in seventh-grade but begin to use that parenting in ninth-grade, and coding 0 if the parents do not use the parenting in both seventh-grade and ninth-grade. Stopping parenting is coded 1 if the parents use the parenting in seventh-grade but stop the parenting in ninth-grade, and coded 0 if the parents use the parenting in both seventh-grade and ninth-grade. Results indicate that parents can affect children’s delinquency and academic adjustment problems through the strategies of starting or stopping parenting.
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