Journal of Education and Psychology

Abstract

This research finds that the casual mechanisms of background factors affecting juvenile academic achievement are as follows: In the family background aspect, the more parental education, the more parental involvement, the more shadow education and the more educational resources, the more academic achievement can be improved. In the family structure aspect, in a single parent or no parent family, the less parental involvement, the less shadow education and fewer educational resources, fewer educational aspirations, the worse the academic achievement. In the sibling numbers aspect, the more siblings, the more bad habits, the fewer educational resources, the worse the academic achievement. In the urbanization aspect, living in Lu-Yeh County, the less parental involvement, the more the bad habits, the fewer educational resources, the worse the academic achievement.

In the ethnic aspect, the Aborigines’ academic achievement in the Qun-san area is worse than the Hans’. But after controlling the background and intervening variables, there is no difference between Aborigines and Hans. The factors causing differences between Aborigine and Han academic achievement are: The Aborigines’ parental educational involvement are significantly less than the Hans’; The Aborigines’ negative habits (culture capital) are significantly more than the Hans’; The Aborigines’ shadow education and educational resources are significantly less than the Hans’. In addition, the Aborigines’ backgrounds are worse than the Hans’. For example, the Aborigines living in low urbanized areas, parental education is less than 2.5 years than the Hans, the intact family proportion is less than the Hans, the single parent family and no parent family proportion are greater more than the Hans, the numbers of siblings are more than the Hans. These backgrounds cause less parent educational involvement, more negative habits, less financial capital, thus reducing the Aborigines’ academic achievement.

According to a longitudinal data analysis, drinking behavior affects academic achievement; academic achievement has no effect on drinking behavior. Drinking behavior is an important reason the Aborigines’ academic achievement is below the Hans’, besides the above reasons.

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