“陪读”是具有中国特色的社会现象。由于城乡二元体制下的基础教育资源分配不均，以及“撤点并校”政策的推动，为追求更加优质的区位教育资源，很多农村妈妈成为了陪读的践行者。“农村陪读妈妈”是本研究的研究对象，她们在履行母亲职责过程中遇到的困境就是母职困境。本研究主要回应三个问题：第一，农村陪读妈妈面临着哪些母职困境？第二，农村陪读妈妈母职困境的成因是什么？第三，农村陪读妈妈如何应对母职困境？

“生态系统理论”、“个体化理论”与“社会性别理论”是本研究的理论基础。本研究为质性研究，运用半结构式访谈的方式收集研究资料，使用质性内容分析法进行资料分析。最终，本研究有如下发现：

农村陪读妈妈的母职困境具体表征为：照料子女的劳动困境；子女学业教育的能力不足困境；作为陪读“异乡人”的归属困境；紧张高压陪读环境下的精神困境；排斥与负担交织的制度困境。

农村陪读妈妈的母职困境的成因为：微观系统内，家庭经济、人力、情感功能的失灵，以及她们在陪读社区内较低的经济整合度、心理归属感与社交嵌入度；中间系统内，社会参与能力的缺乏令她们在家校互动中处于劣势地位；宏观系统内，部分政策制度成为农村陪读妈妈履行母职的阻碍，社会观念中的“好妈妈”范式使她们承担着精神重负；历时系统内，“投资-回报”逻辑下陪读成果评价机制，使农村陪读妈妈的付出因子女成绩的不理想而被“消抹”，引发农村陪读妈妈的自我认同危机。

农村陪读妈妈应对母职困境的策略为：通过陪读中的亲子交流，反思与调整自身行为，促进亲子关系良性发展；通过自我说服与开导，使用“亲情-陪伴”逻辑评价陪读成果，获得身为“母亲”的自我认同；通过“牺牲话语”的表述，获得家庭和社会对自身价值的认定。

针对农村陪读妈妈的母职困境，本研究提出以下社会工作策略：微观系统内，运用家庭治疗技术与打造陪读友好社区的双驱策略，为农村陪读妈妈提供支持；中间系统内，成立互助关怀小组与技能培训小组，加强农村陪读妈妈的社会参与能力；宏观系统内，社会工作者积极担当政策文化倡导者，致力于提高社会政策、文化观念对农村陪读妈妈群体的关怀与包容；历时系统内，通过个案介入手段，帮助农村陪读妈妈合理抒发情绪、扭转陪读评价机制、发掘自身资源潜力，从而获得自我认同。

"Accompanying students" is a social phenomenon with Chinese characteristics. Due to the uneven distribution of basic education resources under the urban-rural dual system, as well as the promotion of the policy of "removing sites and integrating schools", many rural mothers have become the practitioners of accompanying students in pursuit of better educational resources. The research objects of this study are "rural accompanying mothers", and the predicaments they encounter in the process of fulfilling their duties as mothers is the motherhood predicaments. This study mainly responds to the following three questions: First, what are the maternal motherhood predicaments faced by rural accompanying mothers? Second, what are the causes of these motherhood predicaments ? Third, how do rural accompanying mothers cope with the these motherhood predicaments ?

"Ecosystem theory" , "gender theory" and "individuation theory" are the theoretical basis of this study. The study was qualitative. Semi-structured interviews are used to collect research data, the qualitative content analysis is used for data analysis. Ultimately, the study found the following:

The motherhood predicaments of rural accompanying mothers have the following manifestations. Labour predicaments in caring for children. The predicaments of children's school works. The predicaments of community life as a migrant accompanying mothers. Mental predicaments in the tense and high-pressure accompanying environment. The institutional predicaments of exclusion and burden interweaving.

The reasons for the motherhood predicaments of rural accompanying mothers are as follows. Within the micro system, the family is lacking in economic, personnel and emotional functions. And rural mothers’ degree of economic integration, psychological belonging and social embedment in the community were lower. Within the intermediate system, the lack of social participation ability makes them at a disadvantage in the interaction with "school". Within the macro system, some social policies have become the hindrance factors for rural accompanying mothers to fulfill their maternal duties, and the "perfect mother" paradigm in the social concept makes them bear more mental pressure and ideological burden. Within the diachronic system, under the logic of "investment-return", the evaluation mechanism of the educational achievements of the rural mothers is "erased" because of the unsatisfactory academic performance of their children, which leads to the self-identity crisis of the rural mothers.

The strategies of rural accompanying mothers to cope with the motherhood predicaments are as follows: To reflect on and adjust their own behaviors through parent-child communication, so as to promote the healthy development of parent-child relationship. Through self-persuasion ,  the "affection - companionship" logic is used to evaluate the achievements of the chaperones, so as to obtain the self-identification of the "mother" role. Through the expression of "sacrifice discourse", families and society can enhance the recognition of their own value.

In order to solve the motherhood predicaments of rural accompanying mothers, the following social work strategies are proposed in this study. Within the micro system, the application of family therapy technology and the construction of the friendly community for accompanying mothers can provide dual support. Within the intermediate system, mutual care groups and skill training groups are set up to strengthen the social participation ability of rural mothers. Within the macro system, social workers actively act as advocates of policy culture, and are committed to improving the care and tolerance of social policies and cultural concepts for rural mothers accompanying them to study. Within the diachronic system, through the intervention of individual cases, we can help the rural mothers to express their emotions reasonably, reverse the evaluation mechanism and explore their own resource potential, so as to help them obtain self-identity.