本研究旨在了解主觀知覺的家長參與類型與高中生學業成就和心理健康的關聯。研究對象招募自 臺灣北、中、南、東和離島等地區之高中學生，填寫本研究自編之家長參與、動機韌性和心盛等 三項自陳式量表，共獲得 1,039 份資料與學業表現評定結果。以 t 檢定及多群組結構方程模式進行 分析。結果發現：（1）非新住民家庭高中生知覺的「家庭導向參與」（home-based involvement, HBI）、「學校導向參與」（school-based involvement, SBI）和「家庭學校溝通」（home-school communication, HSC） 均 顯 著 高 於 新 住 民 組； 但 動 機 韌 性（motivational resilience）、 心 盛 （flourishing）和學業表現（academic performance）在兩組沒有顯著差異。（2）控制社經地位後， HBI 在非新住民組可正向預測心盛、HSC 在新住民組可負向預測學業表現。（3）HBI 對動機韌 性的預測效果會受到組別調節，此影響效果在新住民組相對明顯。（4）新住民組，動機韌性在 HBI 對心盛、學業表現的預測皆有中介作用，且直接效果不顯著；非新住民組，動機韌性在 HBI 與心盛、學業表現之間也具有中介效果，同時 HBI 對學業表現的直接效果亦不顯著。本研究發現 對促進高中生積極情緒與正向學業適應的條件因子有更完整清晰的認識，除了據此掌握有利新住 民青少年幸福感與學習表現的因子，也提供高中階段家長參與的新洞見和培力新住民家庭輔導實 務之具體建議。

Mental health and academic success are essential elements for individual’s career development. Therefore, the processes influencing psychological adaptation and academic performance during adolescent developmental stages have consistently been a central focus of research in educational psychology. Numerous studies have examined the influence of socioeconomic status (SES) on various outcomes, highlighting that widening disparities in family wealth significantly affect the next generation’s mental health, educational aspirations, career planning, and income in adulthood, thereby leading to the intergenerational transfer of psychological capital (Dóci et al., 2023). However, recent research suggests a declining trend in the impact of SES and ethnicity on learning motivation and achievement performance (Coley et al., 2024). Moreover, most literature provides limited evidence for only the first few years before formal schooling, with relatively weak explanatory power for academic performance during adolescence. This indicates that socioeconomic background may no longer be the sole determinant affecting students’ ability to cope with academic pressure and educational achievement. Instead, there may be other important mechanisms influencing the relationship between SES and academic performance, which can vary depending on the learning stage (Anthony & Ogg, 2019). Many studies emphasize that high-quality parent-child relationship is a powerful tool for promoting adolescents’ mental health, self-concept, learning motivation, and sense of life meaning, as well as in buffering against academic and interpersonal stress (Cao & Liu, 2023; Zeng et al., 2024). However, we posits that fostering positive youth development relies not only on direct parent-child interactions within the family but also on the school microsystem and the mesosystem that arises from the interaction between family and school microsystems play crucial roles. Particularly for adolescents from low socioeconomic backgrounds and minority groups, who often experience a gradual decline in learning engagement with age due to multiple stressors. Therefore, there is a stronger correlation between parental academic socialization and adolescent goals and achievements in these groups. In essence, when parents actively participate in their children’s learning—by conveying the value of education, sharing experiences of overcoming difficulties, and expressing expectations for success—significantly influences adolescents’ motivation and academic achievement. The escalating global migration trends in recent years have led to a significant increase in new immigrant populations worldwide, profoundly altering family structures. Research has shown that children of immigrants often encounter more complex educational challenges than their peers from native-born families in their educational journey. These challenges stem

心盛、家長參與、動機韌性、新住民、學業表現

flourishing, parent involvement, motivational resilience, new immigrants, academic performance