研究背景：李佳桂(2002)與古慧質(2006)的追蹤研究指出，未成年母親之子女在小學期間(6-12歲)，相較同性別之成年母親的小孩有較多的行為困擾尤其是男孩的注意力不集中-被動困擾尤為明顯；學習表現上，男孩學習表現較差，女孩的學習表現並無差異。本研究旨在調查未成年母親之子女，進入青少年前期(13-15歲)的家庭背景、行為、學習表現及婚前性行為態度，並且探討母親未成年生育的作用是否仍對其子女有影響。

研究對象與工具：研究對象為2002以立意取樣的方式，於台南市安南區12所國民小學一、二年級，篩選出為母親20歲以下生育者(n=123)與同班級中同年、同性別，對照組為母親為成年生育者的學童(n=122)。兒童行為問題的測量是以兒童行為檢核表—父母填寫版(Child Behavior Checklist, CBCL)、老師填寫版(Teacher Report Form, TRF)及孩童自填版(Youth Self Report Form, YSR)來測量，學業表現的測量以班級導師評量學生在校成績表現為依據，婚前性行為態度使用婚前性行為態度問卷進行施測。

研究結果：未成年母親之子女在CBCL、TRF的得分高於成年母親之子女，總括而言八年來可知：未成年母親組的男生從國小在「衝動-過動性」及「過動性指標」兩項行為指標有統計差異，進入國中時期在「注意力問題」上達統計上顯著差異；未成年母親組的女生從國小低年級到高年級呈現「衝動、過動性」指標的差異，進入國中時期衝動、過動性等「外化行為」亦存在差異外並有許多焦慮憂鬱等「內化行為」產生；婚姻狀況、父親教育程度及孩童居住型態皆為影響孩童行為表現的重要因素，然而生育年齡唯獨只在老師評量的行為表現中可見其相關存在。就學業表現而言，未成年母親組的各科成績表現落在班上後15％者所佔比率高於成年母親組且各科表現較差皆達統計上顯著差異，生育年齡與男生國文、社會影響依舊外英文、藝術及體育的學業表現也在青少年前期受到生育年齡影響，家庭資源亦是一重要的影響因素。婚前性行為態度中未成年母親組相較於成年母親組婚前性行為態度分數並無統計上的顯著差異，經性別分層後可發現男生中未成年母親組對於婚前性行為態度的看法較成年母親組為保守，女生則較成年母親組為開放，但不論男生女生兩組間皆未達統計上的顯著差異。

結論：婚姻狀態、父母親教育程度與孩童居住型態與對於孩童的在學齡前期及青少年前期的行為、學業表現有一定的影響，母親生育年齡作用，在控制相關人口學及家庭環境因素後對於男生的學業表現仍有所影響。在台灣，父親參與對於孩童成長過程極為重要，建議多給予未成年母親關懷，進行婚姻諮商輔導，並鼓勵父母雙方一起參與孩童的成長加強對子女的關注。

Background: Lee(2002) and Gu(2006)s’ longitudinal study shows that children who were born to adolescent mothers, compared to children who were born to adult mothers, have more behavioral problems during primary school, especially boys are not able to concentrate and may be passive learners. Also, boys who were born to adolescent mothers have lower academic performances, while this trend cannot be seen among girls.

Purpose: The purpose of this research is to compare the family environments, behaviors, academic performances, and the attitudes of premarital sexual behavior to children who were born to adolescent mothers and adult mothers and to discuss whether adolescent mothers still influence their children when they are at age of 13 to 15.
Materials and method: In the study conducted by Lee (2002) in An-Nan district of Tainan city were recruited. Use Child Behavior Checklist (CBCL), Teacher Report Form (TRF) and Youth Self Report (YSR) to measure child behavior. Premarital sex attitude are using premarital sex attitude questionnaire.

Results: Children who were born to adolescent mothers score higher in CBCL and TRF. For the past eight years, when boys and girls who were born to adolescent mothers are in primary schools, their row scores show significant differences in inattention-passivity and hyperactivity indices. Once they become adolescents, for boys, a significant difference in attention problem index can be noticed. However, for girls, not only external problems but also internal problems such as depression can be recognized. The children who were born to adolescent mothers have poorer school performance than those who were born to adult mothers. Moreover, the maternal age at conception has an impact on children’s school achievement of mathematics and social. When these children become adolescents, their performances of science, arts, and physical education are still influenced by their mothers as well; the maternal age at conception is not an independently factor of school achievement. Last, premarital sex attitude shows that there is no significant difference in children who were born to adolescent mothers or adult mothers. But, row score points out that those boys who were born to adolescent mothers are more conservative while girls are more open; however, no significant difference can be seen in these two groups.

Conclusions: Marriage status, children’s living status and parents’educational status do affect children’s behaviors and academic performances in either pre-school or adolescent time. The involvement of fathers plays an important role as well. We recommend that the government put more efforts on adolescent mothers so that they can have marriage consultancies, and we encourage both of the parents to put more emphasis on their children and get involved more to their lives.

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