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Abstract
We examine the effects of family structures and processes on student achievement in Hong Kong. Specifically, we show that the negative effects of single parenthood in past studies are not universal. In Hong Kong, 4,405 15-year-old students completed a questionnaire, and tests in reading, mathematics and science. We analysed the data using multilevel models of Rasch test scores and Warm estimated indices of questionnaire items. In all subjects, the scores of children living with single parents did not differ significantly from those of children living with two parents. Moreover, students living with no parents had lower reading and science scores than other students, and this effect was mediated by lower family investment and involvement.
Acknowledgements
The authors appreciate the support from CUHK's Direct Grant and United College Endowment Fund, and the Hong Kong Quality Education Fund. They appreciate Lawrence Khoo and Suet-ling Pong's helpful comments and Choi Yik Ting's research assistance.
Notes
1. Space restrictions required omission of several ancillary tables. All results are available from the authors upon request.