| dc.description.abstract | In recent decades, the number of new immigrant families in Taiwan has overgrown. By the end of 2020, more than 500,000 families in Taiwan were new immigrant families. Most men and women who make up new immigrant families belong to the lower social economics class, so it is not easy to provide an excellent educational environment for their children to learn. Due to the vital link between education and professional achievement, childhood academic performance is likely to relate to socioeconomic status in adulthood positively. Therefore, the future development of the children of new immigrants has become one of the issues of deep concern to the public. This research explores whether family resources affect children′s learning performance and whether there is a difference in learning performance between new immigrants and children of non-new immigrants.
This research uses the standard questionnaire and the multiple-choice questions of Chinese and mathematics of an elementary school′s fourth and sixth grades in the 100 academic years from the TASA of the National Academy for Educational Testing and Assessment Research Center. The response data of multiple-choice questions in Chinese and mathematics subjects are used as the dependent variables, and the OLS estimation method is used as the empirical model. This study found that the children of new immigrants are significantly behind compared with the children of non-new immigrants in both Chinese and mathematics. Among new immigrant families, the child whose mother comes from Southeast Asian countries has poorer performance in Chinese and mathematics compared with the child whose mother comes from other countries. In terms of personal characteristics, boys have significantly better performance in mathematics than girls. In terms of family background, the child with more siblings or not coresident with his/her mother has lower academic performance in either Chinese or mathematics. However, the child with stable financial resources and no needs to spend a long time engaging in housework or work performs better. In terms of learning environment, the child lacks a computer, a personal desk, many books at home, and doesn’t take a talent class has lower academic performance in either Chinese or mathematics. In terms of leisure activities, the child spends much time in leisure and entertainment (such as watching TV, playing online games, chatting on the Internet, gathering with friends, sports, etc.) after school every day has lower academic performance in either Chinese or mathematics. With the empirical model, we found that the child has better performance in Chinese or mathematics if his/her family has enough economic resources and parents pay much attention to his/her education. | en_US |