Abstract
Family is a fundamental determinant of children’s welfare outcomes, not only in terms of good or bad behaviour, but also in terms of child development, comprising emotional, social, and cognitive skills. Family structure is even more important in a developing country in which educational achievement tends to lag. Using a national sampling from the Program for International Student Assessment (PISA) conducted in 2009 and 2012 in Thailand as a case study for a developing country, this paper quantifies impacts the effects of family structure on cognitive skills and learning performance among Thai students. The findings reveal that family structure, especially for those living with both father and mother, can positively affect the academic achievement of Thai students compared to those who do not live with both parents. Thus, strengthening family structures should be another necessary policy to could promote positive educational outcomes in this developing country.
Published Version
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