本研究主要目的在了解新住民家庭不同社經地位(父母親職業類別、父母親教育程度)、家庭管教方式、子女社會認同與學業成績之關係，乃以新北市萬里區某國小為新住民子女為主群體，高年級37名新住民子女為研究樣本，本研究採取問卷調查，共發出37份問卷，回收37份問卷，有效問卷37份。運用自編「新住民家庭基本資料、新住民子女自覺家長管教方式與新住民子女社會認同調查表」為研究工具，獲得所需數據與資料，再以描述性統計、變異數分析與多元迴歸等統計方式進行統計分析。結果發現如下:
一、 新北市萬里區研究學校新住民子女家長管教方式以「忽視冷漠」居多。
二、 新北市萬里區研究學校新住民家庭社經地位對家長管教方式未有顯著差異。
三、 新北市萬里區研究學校新住民家庭社經地位對子女社會認同未有顯著差異。
四、 新北市萬里區研究學校新住民家庭社經地位對學業成績部分顯著差異。
五、 新北市萬里區研究學校新住民家長管教方式對子女社會認同部分顯著差異。
六、 新北市萬里區研究學校新住民子女社會認同(族群認同、自我認同)對英文科成績有顯著差異。社會認同(族群認同)對社會科成績有顯著差異。
七、 新北市萬里區研究學校新住民家長管教方式對國語、數學、自然、英文及五科總分有顯著差異。
The main purpose of this study was to understand the relationship between the different social and economic status (parental occupational, parental education), parental discipline styles, children's social identity and academic performance of the new resident children. The main population were selected by children in Wan-Li District in New Taipei City. The research sample was adopted 37 senior grade students in the elementary school of the study. A questionnaire survey was conducted, and 37 questionnaires were sent out and returned in total valid. The study used the self-edited questionnaire of "New Residents' Family Basic Information, Newly Inhabited Children's Conscious Parental Disciplinary Approach and New Inhabitants' Children's Social Identity Questionnaire" as the research tool to obtain the required data and data. And then using descriptive statistics, analysis of variance (ANOVA) and multiple regression for statistical analysis. The results of research analysis of the new resident children at the Wan-Li District Research School in New Taipei City were as follows: (1) The parental discipline style was dominated by "ignoring indifference" (2) There was no significant difference in the social and economic status and parental discipline styles; (3) There was no significant difference in the social and economic status and social identity; (4) There was no significant difference in the social and economic status and academic performance; (5) There was partitial significant difference in the parental discipline style and social identity; (6) There was significant difference in the social identity (ethnic and self-identity) and the grade of Englsih subject, and so did ethnic identity to the grade of society subject; (7) There was significant difference in the parental discipline style to the academic performance (include subjects of Mandarin, Mathematics, Nature, English and total score of five subjects)
