目的：李佳桂(2002)研究指出，未成年母親所生的小孩在學齡早期(6-8歲)，採瑞文氏彩色圖形推理之智力測驗的結果，較同性別之成年母親的小孩差，並且，在控制了父母親人口學、家庭因素後，未成年生育與否仍與教師所評的行為困擾與較差的學習表現有關，父親則透由教育程度、職業及管教態度對其智力、行為表現與對家庭功能的看法，產生影響，本研究旨在調查未成年母親的小孩，在學齡晚期(10-12歲)的家庭背景、行為及學習表現，與母親未成年生育的作用是否依然存在。

方法：李佳桂(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=141)與同班級中，同年、同性別，母親為成年生育者的學童(n=139)作為研究對象。本研究之研究對象為同ㄧ族群學童，共有87.5%學童同於先前研究族群，並評估家庭背景、行為及學習表現，由學童及導師協助資料的收集。

結果：國小五、六年級，未成年母親有較差的教育程度、父親有低教育程度、職業，是處於弱勢的社經地位，父母婚姻也較不穩定，未成年母親家庭型態與祖父母同住的比例比成年組高，家中主要經濟來源與管教態度也與成年組不同。未成年母親的小孩的行為表現，無論男生或女生，未成年組之4項行為指標原始分數皆較成年組來得高，男生在注意力不集中-被動、過動性指標分別有p<0.001、p<0.01的顯著差異；女生同樣在此2項行為指標，分別有 p<0.05、p<0.05的顯著差異；無論男生或是女生，比對常模的結果皆無顯著差異。母親未成年生育的作用，在控制父母人口學因素後已消失。學習表現方面，在男生，除健康與體育之外，其餘科目皆較成年組表現差：國語(p<0.01)、英語(p<0.01)、母語教學(p<0.01)、數學(p<0.001)、自然與生活科技(p<0.01)、社會(p<0.001)、音樂(p<0.05)、美勞(p<0.01)、綜合活動(p<0.05)，女生都已無統計上的顯著差異，母親未成年生育的作用，當控制父母人口學及家庭環境因素之後，在男孩的國語、數學與社會成績，依舊存有負面的影響。未成年與成年母親的小孩，2組在行為與學習表現的差異，相較於李佳桂(2002)國小一、二年級資料，除男孩的注意力不集中-被動、過動性指標與數學，其餘差距縮小。

結論：在國小五、六年級，未成年相較成年母親的男孩與女孩，行為困擾較多，尤其是男孩的注意力不集中-被動困擾，女孩們的學習表現相似，未成年組的男孩學習表現明顯較差。母親未成年生育的作用，當控制父母人口學及家庭環境因素之後，對男孩的國語、數學與社會成績，依舊存有負面的影響。

Objective：According to a study by Lee (2002), both male and female children born to adolescent mothers had lower intelligence scores at early school age (6-8 years of age) obtained by using Raven's Colored Progressive Matrices Test than their counterparts born to adult mothers. The maternal age of less than 20 years at childbirth was associated with more behavioral problems among the offspring assessed by their teachers using the Conners Teacher Rating Scale and poorer school performance after controlling for parents’ demographic and family-related variables. The influence of fathers on the family function, the intelligence and behavioral development of the children at early school age was determined by their job class, education level, and childrearing attitude. The purpose of this study is to investigate the family environment, behavior outcomes, and school performance of the children born to adolescent mothers at later school age (10-12 years of age) and whether the effects of maternal age at conception continue or not.

Method：In the study conducted by Lee in 2002, a total of 280 children in the first and second grade born to adolescent mothers (n=141) and their controls born to adult mothers (n=139) matched by age and sex from 12 elementary schools in An-Nan school district of Tainan city were recruited. Two hundred and forty-five (87.5%) of those were assessed at grade 5 and 6 in regard to their behavioral outcomes and school performance. Family and environment variables similar to those obtained at early school age were collected by a questionnaire filled out mainly by the children and their teachers.

Result：The adolescent mothers had lower educational attainment as compared with the adult mothers when their children were in the fifth and sixth grades. Fathers of the children born to adolescent mothers had lower educational attainment and occupational ranks than their counterparts. The adolescent mothers had higher percentages of broken marriage and of co-residence with the parents of their spouses. The sources of family income and childrearing attitude were significantly different between the two groups. The behavioral row scores were higher in boys and girls born to adolescent mothers. In boys, the row scores show significant differences in inattention-passivity (p-value<0.001) and hyperactivity index (p-value <0.01). Similar finding were found in girls (p-value <0.05 for inattention-passivity and p-value <0.05 for hyperactivity index). No differences, however, were found in percentages of abnormal scores, defined as 2 SD above the mean score of the norm. The maternal age at conception was not an independently factor of behavioral problem. Boys of the adolescent group show poorer school performance in Mandarin (p-value <0.01), English (p-value <0.01), mother tongue (p-value <0.01), mathematics (p-value <0.001), science and technology (p-value <0.01), social studies (p-value <0.001), music (p-value <0.05), arts and crafts (p-value <0.01), integrative activities (p-value <0.05) than the adult group except in health and physical education. No differences were found in girls between the two groups. Maternal age at conception was positively associated with the performance in mathematics, mandarin, and social studies in boys but not in girls. Compared with the behavioral outcomes and school performance at early school age, the boys born to adolescent mothers had poorer performance in mathematics but not in the others. The girls, on the other hand, did not show differences between these two school ages. The adolescent group narrowed it’s differences with the adult group at older school age.

Conclusion：At the fifth and sixth grades, the boys and girls born to adolescent mothers displayed more behavioral problems. They exhibited significantly higher inattention-passivity and hyperactivity index scores with larger differences in boys. These boys had poorer school performance but these girls performed equally well as their controls. After controlling for parents’ demographic variables and family background, maternal age at conception was significantly associated with the performance in mathematics, mandarin, and social studies in boys.

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