Academic literature on the topic 'Taiwan Education Panel Survey（TEPS）'

Our study re-examines the relationship between parenting and school performance among Asian students. We use two sources of data: wave I of the Adolescent Health Longitudinal Survey (Add Health), and waves I and II of the Taiwan Educational Panel Survey (TEPS). Analysis using Add Health reveals that the Asian-American/European-American difference in the parenting—school performance relationship is due largely to differential sample sizes. When we select a random sample of European-American students comparable to the sample size of Asian-American students, authoritarian parenting also shows no effect for European-American students. Furthermore, analysis of TEPS shows that authoritarian parenting is negatively associated with children’s school achievement, while authoritative parenting is positively associated. This result for Taiwanese Chinese students is similar to previous results for European-American students in the US.

Social class stagnation is a current topic of concern. The stagnation of generational mobility could result in society losing its ability to enhance individuals? social status. This study explored higher education expansion as a possible cause of class stagnation by adopting the Human Development Index as a comprehensive indicator of individual social status, and determined dynamic mobility by observing the case of Taiwan, where higher education was expanded in 1994. Pseudo-panel data were obtained from the Family Income and Expenditure Survey. Our results indicate that rapid higher education expansion has a negative impact on social mobility for the generation who enters the labor market after the expansion starting point.

Purpose Although coresidence with children when one becomes old is an ideal in Chinese society, the drastic socio-economic development in Taiwan has brought some fundamental changes to living arrangements of the elderly population. The purpose of this paper is to examine the relationship between family living arrangements and elderly health in Taiwan, given the secular trend of more elderly persons choosing to live with their spouse or to live independently. Design/methodology/approach The authors utilized panel data from the “1989 Survey of Health and Living Status of the Elderly in Taiwan” with follow-ups up to 2007 to examine how living arrangements of the elderly affect the risk of mortality using discrete-time hazard models. The authors stratified the analyses by the elderly’s preference to coreside with children, and examined whether the effects of living arrangement varied by age, controlling for sociodemographics, health status, health behaviors, and social relationships observed at the baseline. Findings The authors found that both the associations of living arrangements and coresidence preference with that mortality risk were largely weakened when controlling for other variables. Only among respondents expressing preference for coresidence were living arrangements associated with mortality risks, and these effects increased with age. For those who did not intend to live with children, the authors found no evidence suggesting living arrangements were associated with mortality risks. The dynamics of living arrangements among the elderly and elderly care policies in Taiwan are discussed for further research. Originality/value To the authors knowledge, no previous research has examined living arrangements and mortality risks with respect to coresidence preference.

The experience of childhood family adversity may affect adolescent sexual behavior, yet the variation in the types of adversities is unknown. We analyzed data from the Taiwan Education Panel Survey. In 2007, 18,995 students aged 18 years retrospectively reported the age of first sexual activity and the experiences of childhood adversities. Multinomial logistic regression was used to examine the association of childhood adversities with the timing of first sexual occurrence. Parental psychopathology and parental death had significant associations with first sex to occur during periods before age 12, ages 12 to 15, and ages 15 to 18. The impact of some types of adversities on sexual behavior started as early as elementary school, but others influenced children’s sexual behavior at a later stage. Parental separation/divorce showed a stronger association with early onset of sex activity for females, that is, sexual debut before age 12.

The aim of this study was to conduct a community-based study with a view to construct a detailed analysis about metabolic syndrome and the related risk factors of the indigenous population. This was an observational, population-based and cross-sectional study that was conducted in remote villages of an indigenous community in northern Taiwan between 2010 and 2013. A total of 586 participants, 275 men and 311 women, were eligible for analysis. The participants underwent a questionnaire survey that included demographic and health behavior issues. An anthropometric assessment and measurements of blood pressure were carried out including serum biochemical variables. Metabolic syndrome (MetS) was defined by following the criteria provided by the modified Adult Treatment Panel III (ATP III) criteria of the National Cholesterol Education Program (NCEP). Univariate and multiple logistic regressions were used to identify the risk factors for metabolic syndrome. The standardized prevalence rates of substance use (cigarette smoking, alcohol drinking and betel nut chewing) were significantly higher than the general population regardless of whether it was northern, central or southern Taiwan and this was especially the case with betel nut chewing in women. The prevalence rate of metabolic syndrome was 42.9% in the indigenous population with 41.3% in men and 44.4% in women, which was higher than for urban Taiwanese. In the multiple logistic regression models, we found that the significant associated factors for metabolic syndrome were older age, lower education level, high levels of uric acid, alanine transaminase (ALT), gamma-glutamyl transferase (γ-GT) and creatinine. A higher prevalence rate of metabolic syndrome and substance use were observed in the indigenous population compared with urban Taiwanese, especially in women.

碩士<br>國立臺北大學<br>統計學系<br>99<br>Learning and academic performance of students has been one of the important issues in educational research. Through investigation in reference, this research establishes the definition of academic performance and the aspects that influences academic performance which are students, families, schools and teachers. This research also combines with TEPS questionnaire to choose and define 40 possible variables. Furthermore, investigation is made through academic performance and methods in statistical analysis such as the mean test, principal component analysis, and regression analysis. Firstly, the research on the significance of variables is done "by comparing each variable with academic performance". After this step, 34 significant variables are left. Secondly, divide them into 4 aspects to proceed and to research the learning performance, which leads to 27 remaining significent variables. In the final stage, use these 27 variables to establish the regression model that has an effect on academic performance and to find out the key factor which influences it. The study discoveres that, the students has significant differences in performance in terms of the students gernder,the number of students in the class, the motivation of study and the study attitude. Especially, it is shown that male students have outperformed female students. The number of students shows a negative correlation with the performance of the students. As for family, the differences in learning performance consist of several factors which are the social status of the family, the education source of the family (including financial capital and social capital) , negative culture capital, the attitude of parents, the expectation of the parents. Among these, the negative culture capital has passive relationship with the performance of student. From the respect of the school, there are three factors having markedly different effect on the student performance,which are regional differences between shcool (urban and rural differences), the school operator (public or private), school academic tutoring for students , respectively. Considering from these factors,the performance of private school is superior to that of public school; urban school performance is better than the one of towns and the towns outperfomes the school in rural. As to the factors about teachers, it is found that there are significant impacts on the academic performance of students considering the teacher’s leadership, teacher’s evaluation about students, different types of classes ( being homeroom teachers three years in a row), the teacher’s identity –core subject teachers as the homeroom teachers, years of teaching, Especially, it’s better under the leadership of the homeroom three years in a row than the non three-year-s-in-a-row homeroom teacher, and the core-subject teachers’ student learning performance is better than that of the non core-subject teachers. In addition, ,whether by using all the selected variables or by using the stepwise regression method into the regression modol, "students’ motivation" is the primary impact of significant variables in all the combined effects of selected variables. Therefore, how to stimulate students’ learning motivation is the key point to improve the students’ academic performance; Secondly, the "socioeconomic status", which causes the serious problems of learning differences, is all that the Government authorities need to address the wealth gap in society and learn how to develop good policies or measures to take account of living in socioeconomically disadvantaged students. High or low socioeconomic status should not have an impact on the conditions of learning performance, but also not be the main cause of differences in student learning performance. As for the school day , the structure factors of the homeroom teacher that the parents concern is not the significant factors that affect the entire model. But the " core-subject teachers " and "different types of classes (being homeroom teachers three years in a row)" does influence the performance of student learning results. These factors provide schools and education authorities to reflect on how to allocate teachers appropriately and properly to achieve the best student learning performance.

碩士<br>國立臺灣師範大學<br>教育學系在職進修碩士班<br>98<br>The purpose of this study was to explore the relation between school factors and senior high school students’ academic ability. In order to answer the research questions, the study used the documentary analysis method to collect the pertinent data. The target data base was Taiwan Education Panel Survey (TEPS), adopted questionnaires from wave I of the public version, filled out by one selected group of senior high/ vocational school students and their parents. The subjects of the TEPS are the whole sampling students in the second year of senior high of the nation in 2001. The number of effective samples was 5,940. The acquired data was analyzed by statistical methods, such as descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation analysis, and multiple stepwise regression, etc. According to literature review and the empirical analysis results, some conclusions were listed as follows: 1. The high school students were satisfied with school factors. 2. Compared with the male students, the female students gave higher ranking on school factors. 3. Public senior high schools were superior to the private ones in terms of school factors. 4. The students’ perception of school factors didn’t have significant difference by their socioeconomic status. 5. Academic ability of male students was better than that of female students. 6. There was a difference among the academic ability of students in diverse regions. 7. The high school students’ academic ability was similar in terms of the socioeconomic status. 8. High school factors and students’ academic ability were positively correlated. 9. High school factors was a limited predictor to students’ academic ability. Based on the research conclusion, some suggestions were offered to the educational authorities, senior high school educators and further researchers respectively.

碩士<br>國立臺北大學<br>社會學系<br>101<br>Does peer factors do affect your academic performance? This is one of the most important issues in social science. We use panel data of Taiwan Education Panel Survey (TEPS), First-Difference model, and other statistical analysis methods to avoid four statistical problems which may bias the results. The result indicates that peers’ academic performance has a positive effect on individual academic performance, especially for high-performance students. We also find peers’ study climate would affect individual academic performance negatively for students in tracking system or whose academic performance in second quarterlies. Generally, we conclude peer factors affect individual academic performance, but the effects would difference according to individual academic performance, or whether students is in tracking system.

碩士<br>國立臺灣大學<br>電信工程學研究所<br>104<br>Education is widely regarded and serving as the primary pathway to allocate the economic remuneration. Basically, every study has implied the significant relationship between education achievement and earnings. Holding this belief, most people consider education as a mechanism that can sabotage the association of economic inequality transmitted from one generation to the next. Examining the inheritance of economic privilege can be considered as a branch of issues that aims to find the determinants of one’s life achievement. Achievement typically denotes as socioeconomic status (SES) which is a combined measure based on one’s education, income and occupation in economic and sociological perspectives. The major theoretical view in economic literatures exploit the family behaviors by claiming families would transmit cultural and genetic characteristics to their offspring that effects children’s SES. Accordingly, a large number of empirical studies have discussed about relationship between family background and one’s SES. In this study, we intend to propose a mechanism to investigate the determinants that take influence on one’s economic rewards. In order to bypass the limitation mentioned, we leverage diverse data mining techniques, instead of using statistical methods solely. By utilizing association rule mining, the relationships can be easily interpreted with if-then rules. Drawing on data from Taiwan Education Panel Survey (TEPS), a longitudinal dataset held in Taiwan, one’s background in the study stage can be represented completely in aspects of family, education and self-worth which are verified as determinants of future status. Our main contribution is that we found the determinants of one’s earning would vary depending on macro or micro perspectives which are rarely mentioned in other works. In macro view, the relationship was discussed between earning and overall background of family, school and self-worth respectively. It showed that the self-worth of a student played the most important role, followed by school practice and family background. In micro view, the sub-factors were investigated in six scenarios respectively. While some of rules are supportive to the previous work as well as some are trivial, there are still unexpected and surprising insights found by our approach. These findings on one hand reflect the status-quo of our society, and on the other hand can be references in many aspects that guide us how to react for aiming a high-earning future.

碩士<br>淡江大學<br>產業經濟學系碩士班<br>104<br>Previous studies of human capital and Labor economics discussed the relation between education and salary. This paper investigates the relation between GSAT score and salary for the young people aged 25 years old using quantile regression. The data are drawn from Taiwanese education panel survey, which surveyed from 2001 to 2010. To deal with sample selection problems, the Heckman two-stage estimation is used, and it is extended to solve the problem of multiple sample selection. To correct for the potential endogeneity problems, we use the variable regarding whether or not participated at arts class during the period from the first grade to the first year of high school (for males) and Body Mass Index (BMI) in 11th grade (for females) as instruments. The results show that GSAT score significantly affects salary only from 0.5 to 0.9 quantile. The positive correlation of GSAT score and salary is greater for females than for males. GSAT score is the significant variable in 0.5 to 0.9 quantile for young males and young females, at least, at ten-percent level. The estimates of the coefficient of GSAT score implies that salary increases for young males and young females by more than 0.9% to 1% with every additional score of GSAT. The results imply that GSAT score significantly affects salary only for high-income groups. The quantile regression models include three inverse mills ratios in the estimation, but it is only significant in the lower quantiles of young males. The effects of sample selection for young males are significant but not for young females. Although we control the regarding whether or not participated at arts class during the period from the first grade to the first year of high school for males as instruments. The results show that GSAT score still insignificant in linear model, while he effects of GSAT score for young females are greater than before.

碩士<br>國立臺北大學<br>統計學系<br>96<br>Engaging in the senior high school education for eight years, during teacher's forums and telephone interviews, I have found that parents are concerned about their childrens’ academic performance and their future development profoundly . Often, parents’ anticipation is related to parents' sex, occupation, age, socioeconomic status, their past studying experiences and their relationship with students. To effectively estabhish the communication between parents and school teachers, it is then important to identify potential factors that are associated with the academic anticipations of parents to their children. This study used the data collected by Taiwan Education Panel Survey (TEPS) designed by Academia Sinica, Ministry of Education, and National Science Council. This data consisted students from three different systems including the senior high school, professional senior high school and the junior college. There were 11414 eligible students, where 5777 students were from senior high schools, 2761 students were from the professional senior high school and 2876 students were from the junior college. The parent’s anticipation was classified into three categories, high, median and low anticipation. The chi-square test and Kruskal-Wallis test were used to assess the bivariate association between parents’ anticipation and available factors. The missing values were imputed by the multiple imputation proposed by Rubin (1987). The baseline category logit model was used to assess the multivariate association between parents’ anticipation and all available factors. Based on the baseline-category LOGIT model, the potential factors associated with for parents with high expectation are fathers’ origins which are from Hakka, students’mother being managers; longer interactive times between mother and children; male students; children who can freely decide where to study; children themselves who have higher academic anticipation; the number of siblings being 3; students who are from high-income families; students who study in public schools; and schools which are located in the city for students studing in the senior high school. For students from professional senior high school, the siginificant factors include students mothers being managers; children themselve who have a higher acedemic expectation; the family income being NT 5000 – 100000 monthly; students who study in the public school and the school administratives who concern about students’ academic achievement. Lastly, for the students from the junior college, siginificant factors are similar to that from the senior high schools, except that the order of siblings. On the contrary, some potential factors associated with for parents with the low expectation are similar to those for parents with higher expectation except that fathers who have lower educational background. As for the professional senior high school, potential factors also include parents who decide where to study, students who work part-time occasionally, fathers’ orgins being Minnan, a lower academic anticipation for themselve and the school location. Finally, factors that associated with students who are in junior college with lower expectation are mothers who are not feeling well and have difficulties in their daily life, students themselves expecting lower academic achievement and from low income families. No matter which schools students come from, academic achievements that students themselves expect are the most important factors that influence parents’ expectation about their children’s academic expeaction. During the communication between teachers and parents, teachers should let parents understand the academic achievements to establish effectively educational expectation about their children.

博士<br>國立政治大學<br>教育研究所<br>98<br>Since 1996, Taiwan government launched the policy of Comprehensive High School (CHS) to relax the traditional system of curriculum tracking at the level of the senior secondary education. A number of studies and on-site evaluation reports on CHS have been made. So far, these studies and reports focused on exploring the performance of comprehensive high schools and difficulties in implementation of the policy. No evaluation of the impacts of the CHS policy on student achievement has yet been done. The purpose of this study is to examine the effects of the CHS policy on students’ achievement in the upper secondary education in Taiwan. This study attempts to answer the following research questions: (1) What factors influence junior-high school graduates’ decision on attending general high schools, and the academic track in comprehensive high schools? (2) Do students enrolling in comprehensive high schools perform better academically than those enrolling in general or vocational high schools? (3) Do curriculum tracking in comprehensive high schools enhance or reduce inequality in educational achievement? Using the data from the public released core panel data of the Taiwan Education Panel Survey (TEPS) in 2001, 2003, 2005, and 2007, this study employs the method of propensity score matching (PSM) to estimate the average treatment effect of CHS policy on student achievement. All results of PSM analysis indicate that (1) all else being equal, students with higher prior student achievement and better socio-economic backgrounds have more opportunities to enroll in an academic track, including senior high schools and the academic track in comprehensive high schools, than those with lower level of prior achievement or socio-economic backgrounds; (2) for those enrolled in comprehensive high schools, there is virtually no gain in student achievement from the CHS policy; and (3) tracking in comprehensive high schools produce inequality in educational achievement, which is similar to tracking between general and vocational high schools. Finally, the present study discusses the implications of the CHS policy and suggests directions for future research.

博士<br>國立政治大學<br>教育學系<br>104<br>The purposes of the study were to explore teacher roles including instruction role, guidance role and headroom teacher’s role, and to find out the effects of teacher roles on junior high school students' deviant behavior. The data used in the analysis are from the nationally representative 2001–2003 Taiwan Education Panel Survey, including students’ questionnaire, students’ academic tests, parents’ questionnaire, and teachers’ questionnaire. In study 1, data from a 2-wave panel (N = 20,055), tested in the 7th and 9th grades, were used to estimate a structural equation model. The model was used to compose a previously observed teacher’s instruction role (teaching engagement) and guidance role (guidance engagement) in wave 1. In study 2, data also from a 2-wave panel (N=8,794), were to estimate a hierarchical Poisson regression model, in which independent variables were achievement-oriented headroom teacher role and discipline-oriented headroom teacher role, and dependent variable was students' deviant behavior. The results indicate that teachers who devoted themselves in teaching and guiding students could reduce junior high students’ deviant behavior, and the effects were longitudinal for at least 2 years. Also, both achievement-oriented and discipline-oriented headroom teachers could reduce junior high students’ deviant behavior, and the effects were longitudinal. Implications for current practice and future research are also discussed.

碩士<br>國立政治大學<br>教育研究所<br>98<br>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.

碩士<br>國立臺北大學<br>統計學系<br>99<br>The campus violence and juvenile deviant behavior were deteriorating in recent years, especially for students in the senior and vocational high schools. This study aims to investigate the potential factors associated with these behaviors among different family situations, and hope that the result can help provide appropriate counseling guidance for parents, teachers or schools’ administrators. 　　This study was based on the students from the senior and vocational high school students in Taiwan collected by the Taiwan Education Panel Survey. The factor analysis was used to determine the three different aspects for measuring deviant behavior and associated factors, and the factor loadings were used to compute the scores. The two independent sample t-test, ANOVA, correlation analysis and multiple linear regression were implemented to understand the association between different deviant aspects and potential factors. In particular, the multiple imputation was used to impute the variables that have high missing proportion. 　　The study shows that whether the students live with both parents affects the association of student’s external deviant behavior and internal deviant behavior significantly with other factors. Factors that are statistically significantly associated with all deviant behavior aspects include gender, living stress, influence from peers and relationship between teachers and students. For students who live with parents, the three deviant behavior aspects are also statistically associated with the school type, physiological confusion and campus environment. 　　The ways to decrease deviant behavior for students from senior and vocational high school students are following. Students shall seek professional assistance when they are under living stress or who are victims of campus violence. Furthermore, students shall develop positive self-worth cognition and proper leisure habits. Parents should strive to maintain the integrity of the family and try to participate in their schools’ activities, so that their children can feel their concern and support positively. At the same time, parents should pay more attention to their children's friends, and encourage them to maintain an appropriate relationship among their friends and to keep distance from friends who have deviant behaviors. Schools’ administrators and teachers shall initiate some proper contact and cooperate with parents frequently to prevent students having deviant behavior and also dedicate their time to develop harmonious, safe and friendly campuses to reduce campus violence.