張啊媛林如萍A-Yuan Zhang, Ju-Ping Lin2019-08-122019-08-122017-12-??http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80623本研究關注中國大陸城鄉流動不同類型的兒童，探討家庭經濟、父母教養及親子關係與兒童學習表現之關聯機制。運用北京大學中國社會科學調查中心之「中國家庭追蹤調查（China Family Panel Studies，CFPS）」計畫之資料，以2010 年第一波兒童資料的兒少自答問卷，選取10-15 歲兒童為樣本共計3087 人。研究發現：城鄉流動不同類型的兒童，「農村留守兒童」與父母的互動溝通及獲得父母的學習指導，相較來說最為不佳。再者，控制了「性別」、「年齡」和「智力」等，城鄉流動的情境對於兒童的學習表現確實有顯著影響：「城市非流動兒童」與「城市流動兒童」的學習表現顯著優於「農村留守兒童」。但進一步，加入「家庭教育投入」及「親子溝通」、「父母教養」等家庭相關因素，「城鄉流動類型」對於兒童學習表現影響的顯著性降低。本研究依據研究結果，針對家庭教育等相關教育政策提出建議。This study focused on the different types of rural-urban migration children in the mainland of China, and examined the mechanism between the family investment in education, parenting behavior, parent-child relationship and children's academic performance. We used data from the China Family Panel Studies (CFPS) which a national survey conducted by institute of Social Science Survey (Peking University). Our sample included 3087 children who are 10-15 years old from the first wave in 2010. Research results show that among the different types of rural-to-urban migration children, the left-behind children in rural areas are the least likely to communicate with their parents, and their parents are the least concerned with their children's education. Moreover, rural-urban migration shows a significant effect on children's academic performance controlling the gender, age and intelligence. In addition, the effect of migration status on children's academic performance is less significant after consideration the family investment in education, communication between parents and children, and parenting behavior.城鄉流動學習表現親子關係academic performanceparent-child relationshiprural-urban migration