本研究旨在探討國小新移民子女學童知覺父母期望與學業成就之間的關係，並瞭解不同背景的學童在知覺父母期望與學業成就的差異現況。本研究以台中市龍津國民小學一至六年級的新移民子女為研究對象，共蒐取有效樣本97名學童。經以描述性統計、t-test、單因子變異數以及逐步多元迴歸的統計分析後，將所得研究結果作成如下結論：一、國小新移民子女知覺父母期望未達中等程度；以品德表現期望為最高，以活動參與為最低。二、不同年級、家庭結構、家中手足數以及父母工作狀況的國小新移民子女，在知覺父母期望的表現上有顯著差異。三、不同家庭結構、家中手足數以及父母工作狀況的國小新移民子女，在學業成就的表現上有顯著差異。四、不同知覺父母期望的新移民子女在學業成就的表現上有顯著差異；對父母期望知覺愈高，其學業成就的表現就會愈佳。五、新移民子女知覺父母期望整體層面、親子互動層面與成績關注層面，對學業成就的表現具有顯著的預測力。 The main purposes of this study were to identify the relationship of elementary school New-Immigrant children's perception of parents’ expectation and academic achievement, and to examine the different level of perception of parents’ expectation and academic achievement of these students among diverse backgrounds. All the New-Immigrant children from first grade to sixth grade in a elementary school in Taichung Longin were adopted, and there were 97 valid samples for this study. The collected data were analyzed by Descriptive Statistics, t-test, one-way ANOVA and multiple stepwise regression analysis. The conclusions of the study were as follows: (1) The elementary school New-Immigrant children had below average level of perception of parents’ expectation. They had the highest perception of parents’ expectation in virtue behavior, and had the lowest perception of parents’ expectation in learning program participation. (2) There were significant differences in the perception of parents’ expectation with different grade, family structure, other children numbers and the occupation of parents. (3) There were significant differences in the academic achievement with different family structure, other children numbers and the occupation of parents. (4)The New-Immigrant children had different level of perception of parents’ expectation could cause the significant differences in academic achievement. New-Immigrant children could get higher level in academic achievement as their perceptions of parents’ expectation were higher. (5)The variables of overall perception of parents’ expectation, parent-child interaction, and learning performance concerns can significantly forecast the children's academic achievement.
