壹、中文部分
李丹（主編）（1989）。兒童發展。臺北市：五南。
李宜賢、邱華慧（1999）。父母參與方式對兒童學習動機和學業成就的影響。生活應用科技學刊，1（1），15-25。李敦仁（2007）。人力資本、財務資本、社會資本與教育成就關聯性之研究－Coleman家庭資源理論模式之驗證。教育與心理研究，30（3），111-141。何瑞珠（1999）。家長參與子女的教育：文化資本與社會資本的闡釋。香港教育學報，26（2），233-261。吳齊殷、張明宜、陳怡蒨（2008）。尋找機制與過程：長期追蹤研究的功用。αβγ量化研究學刊，2（1），1-26。
吳憶妃（2008）。父母英語學習態度與父母期望、參與及子女英語成就之相關研究：以台北市萬華區大安區為例（未出版之碩士論文）。國立臺灣師範大學，臺北市。林義男（1988）。國小學生家庭社經背景、父母參與及學業成就的關係。輔導學報，11，95-141。林義男（1993）。國中學生家庭社經背景、父母參與及學業成就的關係。輔導學報，16，157-212。周文欽、歐滄和、許擇基、盧欽銘、金樹人、范德鑫（著）（1997）。心理與教育測驗。臺北市：心理。
連文伶（2008）。臺北縣國中生父母參與影響英語學習成效研究（未出版之碩士論文）。玄奘大學，新竹市。張苙雲（2008）。臺灣教育長期追蹤資料庫：第一波(2001)、第二波(2003)、第三波(2005)、第四波(2007)資料使用手冊【公共使用版電子檔】。台北市：中央研究院調查研究專題中心【管理、釋出單位】。張春興（1989）。張氏心理學辭典。臺北市：東華。
陳奎憙（1990）。教育社會學研究。台北：師大書苑。
黃毅志（2003）。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。師大教育研究集刊，49（4），1-31。游錦雲、陳敏瑜、曾秋華、李慧純（2009）。臺灣學生在TEPS的數學表現及其啟示。研究資訊，26（6），97-106。
葉淑貞（2008）。社區家長參與子女學習活動及對子女學業成就影響之研究─以金城國中為例（未出版之碩士論文）。銘傳大學，台北市。楊孟麗、譚康榮、黃敏雄（2003）。台灣教育長期追蹤資料庫：心理計量報告：TEPS 2001分析能力測驗【第一版】。台北市：中央研究院調查研究專題中心【管理、釋出單位】。
劉正（2006）。補習在臺灣的變遷、效能與階層化。教育研究集刊，52（4），1-33。劉宜真（2007）。家長參與子女學習活動與學業成就之關係研究─以台中縣國小為例（未出版之碩士論文）。靜宜大學，台中縣。謝孟穎（2003）。家長社經背景與學生學業成就關聯性之研究。教育研究集刊， 49（2），255-287。謝佳容、楊承芳、周雨樺、郭淑芬、徐育愷（譯）（2004）。人類發展學（原作者：F. P. Rice）。臺北市：五南。
簡茂發（1981）。我國國小及國中學生的智力發展。國立臺灣師範大學教育心理學報，14，125-148。蘇建文、林美珍、程小危、林惠雅、幸曼玲、陳李綢、吳敏而、柯華葳、陳淑美（1998）。發展心理學。台北市：心理。
貳、西文部分
Alexander, K., & Eckland, B. K. (1975). Contextual effects in the high school attainment process. American Sociological Review, 40(June), 402-416.
Anastasi, A. (1988). Psychological testing (6th ed.). New York: Macmillan.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommend two-step approach. Psychological Bulletin, 103, 411-423.
Balli, S. J., Demo, D. H., & Wedman, J. F. (1998). Family involvement with children’s homework: An intervention in the middle grades. Family Relations, 47(2), 149-157.
Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39-62.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Bayley, N. (1968). Behavioral correlates of mental growth: Birth to thirty-six years. American Psychologist, 23, 1–17.
Blau, P. M., & Duncan, O. D. (1967). The American occupational structure. New York: Wiely.
Bollen, K. A., & Curran, P. J. (2006). Latent curve models: A structural equation perspectives. Hoboken, NJ: Wiley.
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel & A. H. Halsey (Eds.), Power and Ideology in Education (pp.487-511). New York: Oxford University press.
Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Cambridge, Mass: Harvard University Press.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Eds.), Handbook of Theory and Research for the Sociology of Education (pp.241-260). New York: Greenwood Press.
Bronfenbrenner, U. (1979). The ecology of human development: Experiment by nature and design. Cambridge, MA: Harvard University Press.
CACE. (1967). Children and their primary schools (the Plowden Report). London: HMSO.
Cattell, R. B. (1987). Intelligence: Its structure, growth and action. Amsterdam: North-Holland.
Catsambis, S., & Garland, J. E. (1997). Parental involvement in students’ education during middle and high school (Report 18). Baltimore, MD: Center for Research on the Education of Students Placed at Risk.
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology , 94, s95-120.
Coleman, J. S. (1990). Foundation of social theory. Cambridge, MA: Harvard University Press.
Coleman, J. S., Campbell, E. Q., Hobson, C. J., Mcpartland, J., Weinfeld, F., & York, R. L. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
Collins, L. M. (2006). Analysis of longitudinal data: The integration of theoretical model, temporal design, and statistical model. Annual Review of Psychology, 57, 505-528.
Connell, A. M., & Frye, A. (2006). Growth mixture modeling in developmental psychology: Overview and demonstration of heterogeneity in development trajectories of adolescent antisocial behaviour. Infant and Child Development, 15(6): 609–621.
Crijnen, A. A. M., Feehan, M., & Kellam, S. G. (1998). The course andmalleability of reading achievement in elementary school: The application of growth curve modeling in the evaluation of a mastery learning intervention. Learning and Individual Differences, 10, 137–157.
Crosnoe, R. (2001). Academic orientation and parental involvement in education during high school. Sociology of Education, 74(3), 210-230.
Csikszentmihalyi, M., & Schneider, B. (2000). Becoming adult: How teenagers prepare for the word of work. New York: Basic Books.
De Garmo, D. S., Forgatch, M. S., & Martinez, C. R. (1999). Parenting of divorced mothers as a link between social status and boys’ academic outcomes: Unpacking the effects of socioeconomic status. Child Development, 70 (5), 1231-1245.
De Graaf, P. M. (1986). The impact of financial and cultural resources on educational attainment in the Netherlands. Sociology of Education, 59(4), 237-246.
Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter? Journal of Educational Research, 93, 11-30.
Deslandes, R., Potvin, P., & Leclerc, D. (1999). Family characteristics as predictors of school achievement: Parental involvement as a mediator. McGill Journal of Education, 34(2), 135-153.
Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78(3), 233-249.
Downey, D. B., & vop Hipple, P. T. (2004). Are schools the great equalizer? Cognative inequality during the summer months and the school year. American Sociological Review, 69(5), 613-635.
Duncan, O. D., Featherman, D. L., & Duncan, B. (1972). Socio-economic background and achievement. NY: Seminar Press.
Eccles, J. S., & Harold, R. D. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94(3), 568-587.
Epstein, J. L. (1987). Parent involvement: What research says to administrators. Education and Urban Society, 19(2), 119-136.
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701-712.
Epstein, J. L., & Salinas, K. C. (2004). Partnering with families and communities. Educational Leadership, 61(8), 12-18.
Epstein, J. L., & Sanders, M. G. (2002). Family, school, and community partnerships. In M. H. Bornstein (Eds.), Handbook of parenting: Vol. 5. Practical issues in parenting (pp. 407-437). Mahwah, NJ: Erlbaum.
Fan, X. T. (2001). Parental involvement and students’ academic achievement: A growth modeling analysis. Journal of Experimental Education, 70, 27-61.
Fan, X. T., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.
Farkas, G., Robert, P., Grobe, D. S., & Yuan, S. (1990). Cultural resources and school success: Gender, ethnicity, poverty groups within an urban school district. American Sociology Review, 55, 127-142.
Fempong, G., Ma, X., & Archampong, E. (2006). Improving reading skills: Policy sensitive non-school and family factors. Gatineau, Quebec, Canada: Learning Policy Directorate, Strategic Policy and Planning, Human Resources and Skills Development.
Feuerstein, A. (2000). School characteristics and parent involvement: Influences on participation in children's schools. The Journal of Educational Research, 94(1), 29-40.
Fraine, B. D., van Damme, J., & Onghena, P. (2007). A longitudinal Analysis of gender differences in academic self-concept and language achievement: A multivariate latent growth approach. Contemporary Educational Psychology, 32, 132-150.
Gartman, D. (1991). Culture as a class symbolization or mass reification? A critique of Bourdieus distinction. American Journal of Sociology, 97(2), 421-447.
Garces, E., Duncan, T., & Janet, C. (2002). Longer-term effects of Head Start. American Economic Review, 92(4), 99–1012.
Grolnick, W. S., Kurowski, C. O., Dunlap, K. G., & Hevey, C. (2000). Parental resources and the transition to junior high. Journal of Research on Adolescence, 10, 465–488.
Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83(4), 508-517.
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237-252.
Hair, J. F. Jr., Anderson, R. E., Tatham, M. L., & Black, W. C. (1998). Multivariate data Analysis (5nd ed.). Englewood Cliffs, NJ: Prenticd-Hall.
Hango, D. (2007). Parental investment in childhood and educational qualifications: Can greater parental involvement mediate the effects of socioeconomic disadvantage? Social Science Research, 36(4), 1371-1390.
Hao, L., & Bonstead-Bruns, M. (1998). Parent–child differences in educational expectations and the academic achievement of immigrant and native students. Sociology of Education, 71, 175–198.
Harnqvist, K. (1968). Relative changes in intelligence from 13 to 18. Scandinavian Journal of Psychology, 9, 50-82.
Henderson, A.T., Marburger, C.L., & Ooms, T. (1986). Building a family-school relationship. Principal, 66, 12-13.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: National Center of Family & Community Connections with Schools: Southwest Educational Development Laboratory.
Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Parental academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Children Development, 75(5), 1491-1509.
Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children’s academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161-164.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Development Psychology, 45(3), 740-763.
Hofferth, S. L., Boisjoly, J., & Duncan, G. J. (1998). Parents’ extrafamilial resources and children’s school attainment. Sociology of Education, 71(3), 246-268.
Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parent involvement in children’s education: Why does it make a difference? Teachers College Record, 97(2), 310-331.
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3-42.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure Analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Jordan, N. C., Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study. Journal of Educational Psychology, 94(1), 586–597.
Jöreskog, K. G., & Sörbom, D. (1989). LISREL 7 user’s reference guide. Mooresville, IN: Scientific Software, Inc.
Jöreskog, K. G. & Sörbom, D. (1993). LISREL 8: Structural equation modeling with SIMPLIS command language. Hillsdale, NJ: Lawrence Erlbaum Associates.
Jung, T., & Wickrama, A. S. (2008). An introduction to latent class growth analysis and growth mixture modeling. Social and Personality Psychology Compass, 2(1), 302-317.
Kamphaus, R. W., Slotkin, J., & DeVincentis, C. (1990). Handbook of psychological and educational assessment of children. New York: Guilford Press.
Kaplan, D. (2009). Structural equation modeling: Foundations and extensions (2nd ed.). Thousand Oaks, CA: Sage.
Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60(2), 73-85.
Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. Lanham, MD: Rowman & Littlefield Publishers.
Lareau, A. (2002). Invisible inequality: Social class and child reading in black families and white families. American Sociological Review, 67, 747-776.
Lareau, A., & Erin Horvat, M. (1999). Moments of social inclusion and exclusion: Race, class, and cultural capital in family-school relationships. Sociology of Education, 72(1), 37-53.
Lee, J. S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218.
Luster, T., & Okagaki, L. (2005). Parenting: An ecological perspective (2nd ed.). Mahwah, New Jersey: Lawrence Erlbaum Associates.
McArdle, J. J. (2009). Latent variable modeling of differences and changes with longitudinal data. The Annual Review of Psychology, 60, 577-605.
McArdle, J. J., Ferrer-Caja, E., Hamagami, F., & Woodcock, R. W. (2002). Comparative longitudinal structural analyses of the growth and decline of multiple intellectual abilities over the life span. Developmental Psychology, 38(1), 115-142.
McArdle, J. J., Hamagami, F., Meredith, W., & Bradway, K. P. (2000). Modeling the dynamic hypotheses of Gf-Gc theory using longitudinal life-span data. Learning and Individual Differences, 12, 53–79.
McBride, B. A., Dyer, W. J., Liu, Y., Brown, G. L., & Hong, S. (2009). The differential impact of early father and mother involvement on later student achievement. Journal of Educational Psychology, 101(2), 498-508.
McCall, R. B., Appelbaum, M. I., & Hogarty, P. S. (1973). Developmental changes in mental performance. Monographs of the Society for Research in Child Development, 38(3, Serial No. 150), 1–83.
McNeal, R. B. (1999). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78(1), 117-144.
McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41, 363-377.
Meredith, W., & Tisak, J. (1990). Latent curve analysis. Psychometrika, 55, 107-122.
Melby, J. N., & Conger, R. D. (1996). Parental behaviors and adolescent academic performance: A longitudinal analysis. Journal of Research on Adolescence, 6(1), 113-137.
Miedel, W. T., & Reynolds, A. J. (1999). Parent involvement in early intervention for disadvantaged children: Does it matter? Journal of School Psychology, 37(4), 379-402.
Morrow, V. (1999). Conceptualizing social capital in relation to the well-being of children and young people: A critical review. Sociological Review, 47(4), 744-766.
Mueller, C. W., & Parcel, T. L. (1981). Measures of socioeconomic status: Alternatives and recommendations. Children Development, 52, 13-30.
Muller, C. (1998). Gender differences in parental involvement and adolescents’ mathematics achievement. Sociology of Education, 71(4), 336-356.
Mullen, A. L., Goyette, K. A., & Soares, J. A. (2003). Who goes to graduate school? Social and academic correlates of educational continuation after college. Sociology of Education, 76(2), 143-169.
Müller, W., & Shavit, Y. (1998). The institutional embeddedness of the stratification process: A comparative study of qualifications and occupations in thirteen countries. In Y. Shavit & W. Müller (Eds.), From school to work: A comparative study of educational qualification and occupational destinations (pp.1-48). Oxford: Clarendon Press.
Muthén, B. O. (1989). Latent variable modeling in heterogeneous populations. Psychometrika, 54, 557-585.
Muthen, B. O., & Khoo, S. T. (1998). Longitudinal studies of achievement growth using latent variable modeling. Learning and Individual Differences, 10, 73–101
Muthén, L. K., & Muthén, B. O. (1998-2010). Mplus user’s guide (6th ed.). Log Angeles, CA: Muthén & Muthén.
Nechyba, T., McEwan, P., & Older-Aguilar, D (1999). The impact of family and community resource on student outcomes: An assessment of the international literature with implications for New Zealand. Retrieved June 26th, 2010, from http:www.minedu.govt.nz/web/document/document_page.cfm?id=5593&p=58
Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes inlatent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14(4), 535–569.
Park, H. (2008). The varied educational effects of parent-child communication: A comparative study of fourteen countries. Comparative Education Review, 52(2), 219-243.
Pena, D. C. (2000). Parent involvement: Influencing factors and implications. The Journal of Educational Research, 94(1), 42-53.
Phillips, L. M., Norris, S. P., Osmond, W. C., & Maynard, A. M. (2002). Relative reading achievement: A longitudinal study of 187 children fromfirst through sixth grades. Journal of Educational Psychology, 94(1), 3–13.
Pleck, J. H. (1997). Paternal involvement: Levels, sources, and consequences. In M. E. Lamb (Eds.), The role of the father in child development (3rd ed., pp. 66-103). Hoboken, NJ: Wiley.
Plewis, I. (1993). Reading progress. In G. Woodhouse (Ed.), A guide to ML3 for new users (pp. 98–124). London: University of London, Institute of Education.
Plunkett, S. W., Behnke, A. O., Sands, T., & Choi, B. Y. (2009). Adolescents' reports of parental engagement and academic achievement in immigrant families. Journal of Youth and Adolescence, 38(2), 257-268.
Portes, A. (2000). The two meanings of social capital. Sociological Form, 15(1), 1-12.
Preacher, K. J., Wichman, A. L., MacCallum, R. C., & Briggs, N. E. (2008). Latent growth curve modeling. Thousand Oaks, CA: Sage.
Rao, C. R. (1958). Some statistical models for comparation of growth curves. Biometrics, 14, 1-17.
Rescorla, L., & Rosenthal, A. S. (2004). Growth in standardized ability and achievement test scores from 3rd to 10th grade. Journal of Educational Psychology, 96(1), 85-96.
Roberts, G., Mohammed, S -S., & Vaughn, S. (2010). Reading achievement across three language groups: Growth estimates for overall reading and reading subskills obtained with the early childhood longitudinal survey. Journal of Educational Psychology, 102(3), 668-686.
Rosel, J., & Plewis, L. (2008). Longitudinal data analysis with structural equations. Methodology, 4(1), 37-50.
Sacker, A., Schoon, I., & Bartley, M. (2002). Social inequality in educational achievement and psychological adjustment throughout childhood: Magnitude and mechanisms. Social Science and Medicine, 55, 863-880.
Schmitt, N. W., & Klimoski, R. (1991). Research methods in human resources management. Cincinnati: South-Western Publishing.
Scott-Jones, D. (1995). Parent-child interactions and school achievement. In B. A. Ryan & G. R. Adams, T. P. Gullotta, R. P. Weissberg, & R. L. Hampton (Eds.), The family-school connection: Theory, research, and practice (pp. 75-107). Thousand Oaks, CA: Sage.
Sewell, W. H., Haller, A. O., & Portes, A. (1969). The educational and early occupational attainment process. American Sociological Review, 34(1), 82-92.
Sewell, W. H., & Hauser, R. M. (1980). The Wisconsin longitudinal study of social and psychological factors in aspirations and achievements. Research in Sociology of Education and Socialization, 1, 59-101.
Sewell, W. H., & Shah, V. P. (1968). Parents' education and children's educational aspirations and achievements. American Sociological Review, 33(2), 191-209.
Shaywitz, B. A., Holford, T. R., Fletcher, J. M., Stuebing, K. K., Francis, D. J., & Shaywitz, S. E. (1995). A Matthew effect for IQ but not for reading: Results from a longitudinal study. Reading Research Quarterly, 30, 894–906.
Singh, K., Bickley, P. G., Trivette, P., Keith, T. Z., Keith, P. B., & Anderson, E. (1995). The effects of four components of parental involvement on eight-grade student achievement: Structural Analysis of NELS-88 data. School Psychology Review, 24(2), 299-317.
Slaughter, D. T., & Kuehne, V. S. (1988). Improving black education: Perspectives on parent involvement. Urban League Review, 11(1-2), 59-75.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Stanovich, K. E. (1991). Discrepancy definitions of reading disability: Has intelligence led us astray? Reading Research Quarterly, 26, 7-29.
Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child's school performance. Child Development, 58, 1348-1357.
Sui-Chu, E. H., & Williams, J. D. (1996). Effect of parent involvement on eighth-grade achievement. Sociology of Education, 69(2), 126-141.
Tucker, L. R. (1958). Determination of paramters of a functional relation by factor analysis. Psychometrika, 23, 19-23.
Walberg, H. J., & Tsai, S. (1983). Matthew effects in education. American Educational Research Journal, 20, 359-373.
Willett, J. B. (1989). Questions and answers in the measurement of change. In E. Z. Rothkopf (Eds.), Review of research in education (Vol. 15, pp. 345-422). Washington, DC: American Education Research Association.
Willett, J. B., & Sayer, A. G. (1994). Using covariance structure analysis to detect correlates and predictors of individual change over time. Psychological Bulletin, 116, 363-381.
Williamson, G. L., Appelbaum, M., & Epanchin, A. (1991). Longitudinal analysis of academic achievement. Journal of Educational Measurement, 28, 61-76.
Woessmann, L. (2004). The effect heterogeneity of central exams: Evidence from TIMSS, TIMSS-Repeat, and PISA. CESIFO Working Paper no. 1330, CESIFO: Munich.
Wu, W., & West, S. G. (2009). Evaluating model fit for growth curve models: Integration of fit indices from SEM and MLRM frameworks. Psychological Methods, 14(3), 183–201.