本研究旨在瞭解台中縣東南亞外籍及大陸配偶國小子女參與課後托育與補習才藝之情形；探討該經驗與兒童、家庭選擇因素之關係；探討該經驗與其學業成就及行爲適應之關係。研究目的包括： 一、描述台中縣東南亞外籍及大陸配偶國小子女參加課後托育與補習才藝之情形。 二、探討東南亞外籍及大陸配偶國小子女參加課後托育、補習才藝與兒童、家庭選擇因素之關係。 三、探討控制兒童與家庭選擇因素之後，參加課後托育、補習才藝與東南亞外籍及大陸配偶子女之學業成就、行爲適應之關係。 研究對象爲台中縣八所國小之東南亞外籍及大陸配偶子女、家長與導師。本研究使用問卷調查法，統計分析方法包括：描述性統計、卡方檢定、相關係數檢定、單因子變異數分析及階層多元迴歸分析。 結果發現198位東南亞外籍及大陸配偶子女中，132位(66.7%)有參加課後托育，其中37位(29.1%)參加學校內的課後照顧班，89位(70.1%)參加校外的安親或課輔班，1位（.8%【請家教】）參加其他型式。92位(46.5%)有補習才藝課，才藝課主要以兒童美語、珠心算、運動等爲主。 家庭收入與課後托育的類型有顯著關係，家長自陳家庭收入屬貧窮及非常貧窮的學童參加國小校內課後照顧班的比例較高，家庭收入小康以上之學童參加校外安親課輔班的比例較高。東南亞外籍配偶子女參與課後托育的機率高於大陸配偶子女。高年級學童補習才藝的比例較高，尤其是學業型才藝（如兒童美語、珠心算）。 在控制兒童與家庭選擇因素後，參加校外安親課輔班顯著預測較高的學業成績。補習學業型才藝課程預測較高的國文成績、數學成績、自然成績；補習非學業型才藝課則預測較多的內在問題與總問題行爲。

This study was intended to describe participation in after-school programs and talent lessons of children from families with a Southeast Asian or Chinese spouse, and its relations to children's academic and behavioral adjustments. There were three major objectives. 1. To describe participation in after-school programs and talent lessons of children from families with a Southeast Asian or Chinese spouse. 2. To identify child-and family-selection factors associated with those children's experiences. 3. To examine the relations between participation in after-school programs and talent lessons and children's academic and behavioral adjustments, controlling for child and family-selection factors. Participants included 198 children from families with a Southeast Asian or Chinese spouse, their parents, and their homeroom teachers from eight elementary schools in Taichung county. Questionnaire survey was used to collect data. Descriptive statistics, Chi-square, Anova, correlation, and hierarchical multiple regression tests were used. Results indicated that 66.7% children participated in after-school programs, among them, 29.1% attended after-school programs in public elementary schools, 70.1% attended private after-school programs, and 0.8% hired a tutor. About 46.5% children attended talent lessons. The most popular talent lessons were English, abacus (math), and sports. Children from poor and very poor families were more likely to attend public after-school programs inside elementary schools, while children from middle-income and above families were more likely to attend private after-school programs. Children of Southeast Asian spouses were more likely to attend after-school programs than children of Chinese spouses. Older children were more likely to attend talent lessons, especially academic-oriented talent lessons than younger children. After controlling for child-and family-selection factors, participation in after-school programs in public elementary schools predicted poorer grades, while participation in private after-school programs predicted better grades. Participation in academic-oriented talent lessons predicted better grades, while participation in non-academic talent lessons predicted more internal and total behavioral problems.