为考察不同类型的父母教育卷入对流动儿童学业成绩和情绪适应的影响，以及自主感和能力感可能的中介作用，采用问卷法调查了631名流动儿童。结果发现：（1）流动儿童父母的智力卷入和情感卷入显著低于城市儿童父母，但父母行为管理卷入并不存在显著性差异；父亲受教育水平、母亲受教育水平和儿童年龄段等可以显著预测流动儿童父母教育卷入程度；（2）父母智力卷入、行为管理和情感卷入与流动儿童学业成绩呈显著的正相关，而父母智力卷入和情感卷入与流动儿童情绪适应呈显著的负相关；（3）自主感和能力感在父母教育卷入和流动儿童学业成绩和情绪适应之间起到部分中介作用，自主感还通过能力感而起间接作用，因父母教育卷入的类型不同而有所差异。

This study, by using questionnaires to survey 631 migrant children, aims to probe into the effects of different types of parental involvement in education on migrant children＇ s academic performance and emotional adjustment, as well as the probable mediating effects of perceived autonomy and perceived competence. The ma- jor findings were as follows： （1） The migrant children scored significantly lower on parental involvement in intel- ligence or emotions than the urban children, but there was no significant difference in parental involvement in be- havior management between these two groups; the migrant children＇ s parents＇ educational backgrounds and the migrant children＇s age could help significantly predict their parents＇ involvement in education; （2） there was a significantly positive correlation between parental involvement in intelligence, emotions and behavior management and the migrant children＇ s academic performance, but a significantly negative correlation between parental in- volvement in intelligence or emotions and the migrant children＇s emotional adjustment; and （3） the migrant chil- dren＇ s perceived autonomy and perceived competence partially mediated between parental involvement in educa- tion and their academic performance and emotional adjustment; their perceived autonomy, via their perceived competence, had indirect effects on their academic performance and emotional adjustment, owing to different types of parental involvement in education.