近年來，台灣與東南亞外籍女性通婚的人數越來越多。相關研究指出新移民的子女在語文學習上較在地居 民居於劣勢。本研究針對451 位東南亞裔新移民母親子女，以潛在混合成長分析對三年的資料進行分析，探討 學校生活（師生關係、同儕關係與環境知覺）對其語文學習成果的影響。由本研究之結果可知，東南亞裔新移 民母親之子女語文學習成果可以分為三群，分別為高語文學習成就群（148 人）、低語文學習成就群（24 人）與 中等語文學習成就群（279 人）。不論哪一群的學生，其初期師生關係、同儕關係與環境知覺對於其初期學習成 就都有正向影響。高學習成就群的新移民母親之子女，其語文學習成果已達不錯的狀態，但其師生關係、同儕 關係與環境知覺的變化對於學習成就的影響處於品瓶頸的狀態；對於低學習成就群的新移民母親之子女，其語 文學習成果較低，同儕關係與環境知覺則逐年提升；對於中等學習成就群的新移民母親之子女，師生關係的提 生則逐年下降。國小老師應設法協助東南亞裔新移民母親之子女提升師生關係。對於高語文學習成就的學生， 則應設法協助他們改善同儕關係與環境知覺。

Numbers of female immigrants from Southeast Asia came to Taiwan these years, and it mean more and more Southeastern Asian female immigrants’ children was born in Taiwan. Immigrants’ children were disadvantaged due to language, cultural and social interactional conflicts between home and school. This study focus on 451 new immigrants’ children in elementary school. The data would be analysis with growth mixture modeling for three years data. The language learning achievement of Southeastern Asian female immigrants’ children could be divided into three groups: high-level language learning achievement group (148 students), low-level language learning achievement group (24 students), and middle-level language learning achievement group (279 students). The quality of teacher-student relationship, peer relationship, and environmental perception of high-level language learning achievement group were decrease. Low-level language learning achievement group’s peer relationship and environmental perception were growth. The Southeastern Asian female immigrants’ children’s language learning achievement were, they were poor in improve teacher-student relationship with learning. Elementary school teachers should help Southeastern Asian female immigrants’ children improve teacher-student relationship. The high-level mathematics learning achievement students need the help of improve the peer relationship and environmental perception.