本研究探討影響學生學業成就的學校、家庭、學生個人及背景因素，研究中以後設分析的方法計算出許多自變項的效應量大小。本研究的資料取自台灣教育長期追蹤資料庫（TEPS），包括2868名學生在2001年至2007年間接受的四波追蹤調查資料。研究結果發現，學校、家庭、學生個人及背景因素對學業成就之平均效應量具有顯著差異，其中以學生的「先前學業成就」具有最大的效應量，對綜合能力、數學能力及一般分析能力的效應量分別是2.39、1.45和1.90；其次為「背景因素」（效應量分別為.65、.53、.59）；再其次則為「家庭因素」及「學生投入」，但此兩者效應量小，且彼此間無顯著差異；而學校因素的平均效應量最小。最後，本研究針對研究結果提出多項教育實務的建議。 / The purpose of this study is to examine the longitudinal effects of school, family, student, and demographic factors on students’ academic achievement. A method of meta-analysis was used to estimate the magnitude of the effect size of various dependent variables. The data was obtained from Taiwan Education Panel Survey (TEPS). The members of the tracked panel of 2868 high school students were selected as samples for this present research. The tracked panel received four waves of questionnaires and standard tests from 2001 to 2007. The results of the present analysis shows significant differences between the mean effect sizes of the factors associated with academic achievement, and that students’ prior achievement had the largest effect size of 2.39, 1.45, and 1.90, respectively, based on the comprehensive ability score, the general analytic ability score, and the mathematic ability score. The demographic factor showed the second largest mean effect size (.65, .53, .59), larger than that of the family factor and students’ engagement, which both showed small effect without significant differences from each other. And the school factor showed the least mean effect size. In addition, it was found that the mean effect of all the variables based on the comprehensive ability score (.43) was significantly larger than that based on the general analytic ability score and on the mathematic ability score, specifically. Practical implications and suggestions are given in the present research after the general discussion of the research findings.

本研究以TEPS資料庫第二、三波追蹤樣本為資料來源，使用多元迴歸分析中的OLS（ordinal least squares）最小平方法，分析不同管教方式之父母比較行為如何影響子女之綜合能力。刪除作答不全的缺失值後，共計取得有效樣本為2,595人。 研究結果顯示：父母管教方式若以雙向度作為分類，以高反應（74.6％）與高要求（69.2％）者居多，綜合兩大面向後，有52.40％的父母採取開明權威型的管教方式，有22.20％的父母為專制權威型，有16.90％的父母為寬鬆放任型，有8.50％的父母是忽視冷漠型。此外，父母最常把子女與其同班同學（45.5％）進行比較，其次依序為鄰居小孩、同事或朋友小孩（42.0％）、同年齡的親戚（37.0％）、兄弟姊妹（26.9％），父母最少拿自己小時候（18.8％）與子女相比。 經由多元迴歸分析之後得知，無論是開明權威、專制權威、寬鬆放任或忽視冷漠型的父母，凡拿子女與其「同班同學」比較者，子女的綜合能力越高，達到統計顯著水準；但是當父母持專制權威的管教方式時，無論有無加入控制變項（子女性別、父母教育程度和家庭月收入），有與「同班同學」和「父母小時候」比較者，其綜合能力顯著越高，但與「同年齡親戚」比較者，其綜合能力顯著越低。 / The research was to explore the effects of parenting style, parental comparison, and the interaction of them on children’s general ability. Data were collected from Taiwan Education Panel Survey (TEPS), the core panel in the second and the third wave. Total number of the students from high school reduced to 2,595 people after listwise deletion. We explored the effects by using ordinal least squares in the multiple regression analysis. The results showed that there were 74.6% high-respective parents, and 69.2% high-demanding ones. Mixed with the two dimensions, demanding and responsive, there were 52.40% authoritative parents, 22.20% authoritarian ones, 16.90% indulgent ones, and 8.50% neglectful ones. Besides, parents compared their children with their classmates (45.5%), neighbors (42.0%), cousins (37.0%), siblings (26.9%), and parents’ childhood (18.8%). After regression, the results showed in the following ways. First, no matter what the parenting style was, children who were compared with classmates had significantly higher ability. Whether adding the control variables like children’ gender, parents’ education level and family monthly income or not, when parents were authoritarian, children compared with classmates and parents’ childhood had significantly higher ability. Meanwhile, if they were compared with cousins, then they had significantly lower ability. Keywords: Taiwan Education Panel Survey (TEPS), multiple regression analysis, parenting style, social comparison, general ability

本研究採用「台灣教育長期追蹤資料庫」（TEPS）調查結果，對台灣地區高中職學生個人特徵、家庭背景以及學生生活進行次級資料分析，探討各種因素與學業表現之關聯性。 　　本研究選取資料庫中之9,750樣本數，以資料庫綜合分析能力測驗成績作為應變數，選取性別及手足數目等12個自變數，以Logit Model為實證模型分析，再以Ordered Probit Model進行實證結果穩健性檢驗（Robustness Check），發現兩者結果呈現一致性，本研究發現： 一、男性成績較女性成績為佳，曾經或現在就讀資優班者成績較為優異。 二、家庭手足數目對學生學業成績表現有負向影響，雙親教育程度、家庭收入愈高及家庭文化資本愈豐富對子女學業表現有正向顯著影響；家庭親子關係、父母閱讀頻率對於子女學業表現則無顯著影響。 三、補習、參加社團活動以及校隊培訓對學業成績有正向影響；打工及結交行為偏差朋友則對學業成績有負向影響。 　　本研究提出教育政策方向建議如下： 一、建議文創產業主管機關以差別取價之價格誘因方式提高親子參與藝文活動之意願，並持續鼓勵文創產業提供學校學生及家長參與藝文展演活動機會。 二、教育主管機關應持續執行對（中）低收入戶子女學雜費補助之政策，並建立對高中職學校社團活動之管理制度，另應加強學生品性教育管理。 / This study analyzes the association between personal characteristics, family background, the life of students and academic achievement of students in senior high school. The data have adapted Taiwan Education Panel Survey (TEPS). The research has used 9,750 samples in the database. The dependent variable is the test scores of students while the independent variables are gender, the number of sibling, etc. This study has used Logit Model for empirical analysis and Ordered Probit Model for robustness check of the results. The research findings indicate that both models have similar conclusions, which are shown as follows. Firstly, the academic achievement of males is better than that of females. Moreover, students who are in the gifted and talented class have a better performance than those who are not in. Secondly, the number of sibling has a negative effect on academic achievement; whereas the education background of the parents, income and cultural capital of the family are as the opposite. The frequency of reading and the relationship between parents and children have no significant influence on academic achievement. Thirdly, the student who goes to cram school or participates in extracurricular activities has a positive influence on his/her academic achievement. However, the student with the part-time job or bad-behavior friends has a negative influence on his/her academic achievement. Therefore, the authorities should encourage parents and their children to participate in cultural activities through offering economic incentives and the tuition subsidies for low-income households continuously.