子女在家庭中的角色較常被定位為被教養與被影響者。其主動性角色常被忽略。然 而，子女對應其年齡階段，有其可以做、也應該擔負的角色職責。本研究探究高年級學 童知覺的子職期望，子職實踐及其福祉之關聯。子職內涵包括「獨立自制」「主動溝通」、 「體恤」「聯繫安心」及「新知反哺」。學童福祉則包涵「生活滿意度」「家庭滿意度」、 「自我滿意度」及「學習滿意度」。研究對象為709位五、六年級的國小學童。研究結 果顯示，學童知覺的子職期望及實踐程度皆在中等程度以上。知覺父母的子職期望越高、 學童的實踐程度也越高。階層迴歸分析顯示，相較於子職期望，子職實踐對於學童福祉 的預測扮演著更重要的角色。在不同面向的子女職責中，「主動溝通」行為對於學童福 祉的正向預測力最具全面性，涵蓋生活、家庭、自我與學業面向。「獨立自制」行為則 可以顯著預測學童的生活、自我及學習滿意度。「新知反哺」行為是學習滿意度的重要 預測變項。整體而言，學童知覺到父母對於子職的期望後，若能具體實踐，對於個人福 祉將有正向的助益。

Comparing to parental role in the family which is demanding, children’s role in the family has been identified as offspring who should be cared and guided. In the past, children won’t be expected to fulfill filial responsibilities until they reach adulthood. However, even young children can take responsibilities to parents. 5th and 6th graders (N = 709) completed questionnaires on “Geographic background”，“Filial responsibility” and “Children’s well-being”. Geographic background includes gender, birth order, family structure and family SES. Filial responsibility assessed both level of perceived parental filial expectation and frequency of filial conducts. Four domains of satisfaction (life, family, self and learning) were assessed as indicators of children’s well-being. Five components of filial responsibility were identified in this study, which were “Independence and discipline”， “Active communication”, “Consideration “，“Informing whereabouts” and “Knowledge sharing”. Results showed that perceived parental filial expectation and children’s filial conducts were both above middle degree. Perceived parental filial expectation and filial conducts were significantly correlated. The more parental filial expectation was, the more filial conducts were. Hierarchical regressions showed that filial conducts played a more important role in predicting children’s well-being, comparing to parental filial expectation. Moreover, “Active communication” was the significant predictors for four domains of children’s well-being. “Independence and discipline” significantly predicted children’s satisfaction on “life”，“self”, and “learning” domains. Finally, “Knowledge sharing，，was an important factors for increasing children’s satisfaction on learning domain.