本研究之目的在瞭解東南亞裔新移民母親之家長參與，及其與子女學校生活適應之關聯，以臺北、桃園、臺中、雲林、屏東與澎湖等六縣地區為取樣範圍，並依據新移民子女性別及父親教育背景，在同班級內挑選本地家庭作為對照。以問卷調查與電話訪問蒐集資料，共計三百九十五組新移民家庭與五百零九組本地樣本，資料採因素分析、卡方與變異數分析。研究結果為：一、新移民子女同儕關係感受較本地組差，其餘面向無族裔差別；二、新移民母親除學校活動參與，與本地組無差外，其餘層面皆較弱。兩族裔呈現出母親涉入家庭規矩頻率與子女學習方法／態度、學校環境感受有關，家庭環境豐富性亦與子女師生關係有關，惟家庭規矩與同儕關係在新移民子女身上無關。研究者最後提出討論與建議。

The purpose of the current research was to investigate the relationship of parental involvement of female immigrants from Southeastern Asian countries to the school life adjustments of their children. Samples were collected from six counties: Taipei, Tao-Yuan, Tai-Chung, Yun-Lin, Ping-Tong, and Pen-Hu. Local children, who were in the same classroom as the immigrant parents’children, were of the same gender, and had fathers with similar educational backgrounds, were selected as the control group. Altogether, 395 immigrant families and 509 local comparative families participated. Data were analyzed through factor analysis, chi-square test, and ANOVA. Results were as follows: 1. No ethnic differences in learning attitudes, curriculum and environment perceptions, and student-teacher relationships were noted. However, the immigrant children tend to have less positive perceptions regarding peer relationships than the local (control) group. 2. Other than school activity participation, the immigrant mothers participated less on various levels of parental involvement. For both ethnic groups, involvement of mothers in family discipline was positively related to the learning attitudes of children and school environment perception. However, the relationship between children’s peer network and mothers’ family discipline was shown in the local (control) group, but not in the immigrant group. Nevertheless, the higher the family enrichment was, the more favorable the children’s relationship with their teachers for both ethnic groups.