本研究為探究國小高年級學童的親子共餐、親子休閒與親子依附關係之研究。研究以新北市國小高年級學童為研究對象，以問卷調查法進行研究，有效問卷556份，回收後的資料經因素分析、皮爾森積差相關分析和階層迴歸分析，主要發現如下：一、國小高年級學童親子共餐頻率以「每天共餐」較高；親子共餐氣氛以「親子互動」相對較高，「親子情感」相對較低；親子休閒參與以「消遣性休閒活動」較高。二、由皮爾森積差相關分析顯示，親子共餐、親子休閒與親子正向依附呈現顯著正相關，與親子疏離依附呈現顯著負相關，反之亦然。三、由階層迴歸分析發現，國小高年級學童背景變項、親子共餐和親子休閒所有變項共可解釋61%~64%的親子正向依附關係，其中，國小學童年級、親子情感與親子凝聚力對親子信任依附關係具有顯著預測力；另外，親子情感、親子互動與親子凝聚力對親子溝通依附關係具有顯著預測力；最後，國小高年級學童背景變項、親子共餐和親子休閒所有變項共可解釋16%的親子疏離依附關係，其中國小學童年級、親子情感和親子凝聚力對親子疏離依附關係具有顯著預測力。本研究依研究結果提出建議，以供學童家長和教育單位參考，並供未來研究方向的建議。

The focus of this research was to study the effects of family dinner, family leisure on parent-child attachment for the students of 5-6th grade in elementary school. Questionnaires were utilized to investigate the students of 5-6th grade in elementary school in New Taipei City. The total of 556 valid questionnaires were collected. The data collected were analyzed by factor analyses, Pearson correlation and hierarchical regression analyses. The results were as followed: The frequency of family dinner for the students of 5-6th grade in elementary school was relatively higher in "meal with parents everyday". The dimension of “parent- child interaction” was higher than “parent –child affection” in the atmosphere of family dinner. The frequency of family leisure was higher in "recreational leisure activities". According to the Pearson correlations, family dinner and family leisure were significantly positively related to the parent-child attachment of “trust” and “communication”, and were significantly negatively related to “alienation”, and vice versa. From the results of the hierarchical regression analyses, the total variables of students’ background variables, family dinner, and family leisure explained 61% ~64% variance of parent-child attachment. The grade of students, parent-child affection in family dinner, and cohesion in family leisure had significantly prediction on the parent-child attachment of “trust”. Besides, parent-child affection, interaction in family dinner, and cohesion in family leisure had significantly prediction on the parent-child attachment of “communication”. Finally, the total variables of students’ background variables, family dinner, and family leisure explained 16% variance for parent-child attachment of “alienation”. The grade of students, parent-child affection in family dinner and cohesion in family leisure had significantly prediction on the parent-child attachment of “alienation”. Based on the results, the suggestions were provided for parents, educational institution, and future studies.