本研究旨在探究國小高年級學童家庭功能實際運作、家庭功能期望差距與家庭滿意度的關聯，以台北縣國小高年級學童為對象，並採用「高年級學童家庭功能與家庭滿意度量表」為施測工具，得到有效問卷 660 份，資料經統計分析後，主要發現如下：家庭功能量表經因素分析後共可分成「溝通支持」、「情感表達」、「生活照顧」、「問題解決」、「經濟資源」及「行為自主」等六個因素。學童在家庭功能期望部分得分傾向「大部分 希望」；在家庭功能實際運作傾向「大部分符合」；在家庭滿意度則傾向「有些贊同」；在家庭功能期望與實際運作之間的差距部分，以「行為自主」向度的期望差距相對較大，以「生活照顧」的差距相對較小。經由皮爾森積差相關分析結果發現，父母的教育年數、家庭功能實際運作和家庭滿意度呈現正相關；家庭功能期望差距和家庭滿意度呈現負相關。進一步的多元迴歸分析中，以學童知覺各項家庭功能期望差距對家庭滿意度的解釋變異量佔 20%，且溝通支持差距、生活照顧差距、經濟資源差距以及行為自主差距在統計上對家庭滿意度具有顯著的負向解釋力。

The focus of this study was to investigate the relations of family function performance, the expectation gap toward family function and family satisfaction in the 5-6th grade students. Questionnaires were utilized to investigate the 5-6th grade students studying in Taipei County. A total of 660 valid questionnaires were collected. The data collected were analyzed by factor analyses, t-tests, one way ANOVAs, Pearson correlation and multiple linear regressions. The results were as followed：There were six factors measured in factor analyses, including communicative support, affective expression, daily care, problem solving, economic resource, and autonomy. The overall family satisfaction and expectation in family function was high. The overall performance in family function was above average. According to the Pearson correlation, parent's education, the family function performance were positively related to family satisfaction for children; while the expectation gap toward family function was negatively related to family satisfaction for children. From the results of multiple regression, communicative support, daily care, economic resource, autonomy of the expectation gap toward family function had significantly negative prediction on family satisfaction.