本研究主要目的在瞭解新移民學童父親的父職參與和親子互動的現況，並分析不同背景變項在父職參與和親子互動的差異情形，及父職參與和親子互動的相關性與預測力。本研究對象為新移民子女就讀國小之學童，共計614人參與本研究；資料蒐集方法為自陳問卷，並以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸等統計方法分析之。研究結果發現：一、學童父親父職參與屬中等程度，教育程度、日工作時數、子女年級及子女數的學童父親在父職參與上，部份構面達顯著差異。二、學童父親親子互動屬中等程度，不同心理互動、身體互動及語言互動在親子關係上，達顯著差異。三、學童父親父職參與和親子互動關係呈顯著正相關，父職參與愈高者，其親子互動關係愈佳。四、學童父親的父職參與可預測親子互動關係。此外，並依據研究結果，提出相關建議。

This study aimed at understanding the present situation of paternal involvement, parent-child interrelationship, and the differences among demographics of new emigrants’ children in elementary school. In addition, the correlations between paternal involvement and parent-child interrelationship were analyzed. Lastly, the prediction of paternal involvement on parent-child interrelationship was analyzed. Data were collected from 614 elementary school students using paper-and-pencil questionnaires. Descriptive statistics, t-test, one-way ANOVA, Pearson’s correlation, and stepwise multiple regression were used in the analysis process. The results revealed that: (1) The paternal involvement was in middle degree. There were significant differences in parts of paternal involvement among educational degree, working hours/days, children’s grade and numbers of children. (2) The parent-child interaction was in middle degree. There were significant differences in parent-child interaction among psychological interaction, physical interaction and language interaction. (3) The correlation between paternal involvement and parent-child interaction was significantly positive. The higher paternal involvement, the better parent-child interaction was. (4) Parent-child interaction can be effectively predicted by paternal involvement. Based on these findings, several suggestions for administrative offices of schools, parents and future research are offered.