本研究主要探討子女對家長參與學習的認知與成就感之相關
性，利用問卷調查法，共蒐集有效樣本252 份。研究結果如下所述：
1. 不同個人變項之學童，在知覺其家長參與上有顯著差異的部份，各自變項對於家長參與程度的影響均具有統計上的顯著水準。
2. 不同個人變項之學童，在數位素養程度上有顯著差異；網路使用頻率與智慧手機的使用狀況，不會影響到學童的數位素養程度。
3. 不同家庭變項之學童，在知覺其家長參與上有顯著差異；父母親的智慧手機使用狀況，不會影響學童對父母參與程度的認知。
4. 不同家庭變項之學童，在數位素養程度上有顯著差異；父母親的智慧手機使用狀況，不會影響到學童的數位素養程度。
5. 家長參與程度與學童數位素養程度具有顯著相關性，家長參與程度與學童數位素養程度具有顯著的中度正相關，相關係數達.457。
基於研究結果，本研究也針對家長參與子女學習、培育學童數位素養，以及未來研究之相關建議。
This study focused on children of parental involvement related to cognitive
learning and accomplishment, the use of questionnaires, a total of 252 valid samples
were collected. The results as follows:
1. The children of different individual variables, there are significant differences in the
perception of their parents to participate in part of the respective variables influence
the degree of parental involvement have statistically significant level.
2. The children of different individual variables, there are significant differences in the
degree of digital literacy; the internet and smart phones using the frequency of usage,
does not affect the degree of digital literacy students.
3. The children of different families of variables, there are significant differences in
the perception of their parents' involvement; smartphone usage parents, does not
affect children's perception of parental involvement.
4. The children of different families of variables, there are significant differences in
the degree of digital literacy; parental smartphone usage, does not affect the degree of
digital literacy students.
5. The extent of parental involvement and student digital literacy has a significant
degree of correlation between the degree of parental involvement and student digital
literacy has a significant degree of moderate positive correlation coefficient of .457.
Based on the findings, this study also for parents to participate in their children's
learning, foster children Digital literacy, as well as future research recommendations.
