隨著跨國婚姻比率的大幅增加，社會逐漸重視跨國婚姻子女的教育情形，並發現與本國人內婚之子女相較，他們在學習上有不利的現象。依此，人們常將此情形歸因於跨國婚姻，特別是針對外籍母親。本研究觀察跨國婚姻的基礎與特質，並綜合現有相關研究之說法，認為「母親外籍身分」對於子女的學習成效應不具影響。本研究採用「台灣教育長期追蹤資料庫」（TEPS）第一波國中學生資料，將學生的父母之婚配模式區分為「父親、母親均為本國籍」、「父親本國籍，母親外國籍」、「父親外國籍，母親本國籍」以及「父親、母親均為外國籍」四種，比較四種婚配模式之子女，他們在七年級時的綜合分析能力之差異，以釐清父母親的外籍身分對於子女學習的影響情形。分析結果顯示，與「父親、母親均為本國籍」者相較，「外籍母親」身分並非影響子女綜合分析能力之因素，但「外籍父親」身分對於子女的綜合分析能力卻具有負效果，可能是外國男性在管教方式、教育要求等方面，與本國民眾不同。

Comparatively, the child whose parents got intermarriage has lower learning achievement than the other. People often attribute this situation to intermarriage, especially to the foreign born mother. In order to clarify the causal relationship between parents' marriage and child's learning achievement, the author use data from the junior high school student sample pool, collected by Taiwan's Education Panel Survey, to investigate the effect of intermarriage on students' learning achievement.The result indicates that, after controlling the other variables, the learning achievements are not different significantly between the student with native-born parents and that with foreign-born mother and native-born father. But the student with foreign-born father, no matter where his/her mother was born, has lower learning achievement significantly than the other.