父母會善用其資源培養小孩的個人能力，並使其免於各項發展上的危機。根據Coleman在1988年關於家庭內社會資本所提到的觀點，子女教育的資本在影響子女行為表現的作用上，會因為父母親同住與否而有所差異。 本研究主要目的即是分析不同家庭結構條件下子女教育資本的差異，以及對子女行為表現的影響。除了瞭解家庭結構所形成的限制外，更希望能進一步去探討這些影響因素是否能幫助子女脫離這結構上限制。依此構想，本研究採用中研院「台灣教育長期追蹤資料庫」之2001年第一波高中、高職、五專二年級在學學生70％樣本，以及與之配對的家長、導師問卷資料，在配合研究目的篩選後共有9,366個有效樣本可供分析。 以多元迴歸進行分析後發現：（1）父親、母親、繼父同住對於家庭收入、時間投入以及關注都具有正向的作用；（2）子女教育資本對不同面向行為表現的影響情形不同，在父親或母親同住的情形下，人力資本、社會資本有助於子女規範行為方面的表現，而財務資本、社會資本則是對基本能力表現上有所幫助；（3）子女教育資本對行為表現的影響，會因為父親或母親的同住情形而有所差異，當父親或母親未同住時，子女教育的資本並沒有對規範行為產生影響，但母親關注在父親或母親不同住時仍能對子女基本能力發揮作用。因此本研究認為，當父親或母親不同住時，會使得子女在教育資本方面處於不利的地位，而這結構上的限制是能夠透過個體的努力來加以突破，而有助於子女的行為表現。 Parents are good at using resource to develop the capability of children and prevent them from involving crisis. According to Coleman’s view of social capital in the family in 1988, we can know the capital of children’s education will affect the behavior of children, when children live with parents. The purpose of this study is to analyze the education capital and the behavior of children affected by different family structures. It’s not only to understand the limitation of family structures, but also to discuss whether the education capital of children could help children to get away from limitation of those structures. Hence, we use 3 pieces of questionnaires from Taiwan Education Panel Survey（TEPS）in 2001. Each of them are 70% samples of junior students and their parents, teachers in senior high, occupation school, junior college. And we select 9366 effective samples from these questionnaires for the purpose of the study. The results analyzed by multiple regression of this research are as followed: 1. Living with mother, father and stepfather will have positive effect on the education capital of family income, time involvement and attention. 2. The function of education capital is different from normalizing behavior and basic competencies. Human capital and social capital have positive effect in normalizing children’s behavior. And financial capital and social capital will have positive effect in basic competencies. 3. The effects of children’s education capital on behavior of children differ from their family structure which if their parents living with them: when children live without father or mother, capital of children’s education have no effect on normalizing behavior. However, mother’s attention would still have effect on basic competencies in the family without mother or father. Therefore, children will stay in a worse situation for education capital in a family without father or mother. As to the limitation of structure, it could be overcame by children’s and parent’s efforts and to make children develop better.
