国内外许多研究发现，家庭教育作为学校教育的延伸和发展，在帮助和教育学习不良儿童方面是非常有效的，家庭资源对儿童的认知发展具有非常重要的意义。认知发展落后是儿童学习不良的一个主要表现，既有儿童本身个体差异的原因，也是不利环境影响的结果。学校的教学环境对学习不良儿童这一特殊群体来说是相对不利的，而儿童的父母却可以充分照顾到其个体差异，对他们进行因材施教。研究家庭资源与学习不良儿童学习动机、认知发展的关系，具有十分重要的理论和实践指导意义。 本研究主要采用 问卷调查和认知测验法进行研究。从学习不良儿童与一般儿童认知发展的比较入手，考察学习不良儿童认知发展的特点及其与学习动机的关系，然后考察家庭资源与学习不良儿童学习动机、认知发展的相关性，试图建立家庭资源、学习动机与认知发展三者关系的因果模型。 我们从三所普通小学校的四、五、六年级33个班级的1445名被试中取样，根据学习不良儿童入组标准，选取正式施测被试328人，其中学习不良儿童161人，一般儿童167人。主要运用问卷调查和认知测验法对其进行研究，结果表明:①学习不良儿童认知发展的速度是相当缓慢的，认知任务的难度不同，其发展的速度和趋势有明显的不同，在相对较容易的理解记忆任务上，其年龄差异是非常显著的，而相对较难的概念形成、分析概括任务上，发展较缓慢，年龄差异不显著;②学习不良儿童的学习动机显著低于一般儿童，但其学习动机与其认知水平呈显著的正相关;③学习不良儿童的家庭诸因素中家庭环境、父母期望、父母监控、父母学业支持、父母学业指导策略、父母关系及父母教养方式与其学习动机有明显相关，家庭环境、父母期望、母亲控制性、母亲学业指导策略、父母关系及教养方式中父母的情感温暖、父亲的过分干涉、拒绝否认与其认知水平有显著相关;④学习不良儿童家庭资源、学习动机和认知发展之间存在着因果关系，家庭资源通过两种途径对认知发展发生作用，一是通过影响学习动机对其认知发展发生作用，二是直接对认知发展发生作用。根据这一理论假设建立的因果模型是可以接受的。

many researches have found that family education ,as the extension of the school education, were efficient in helping Children with learning disabilities(CLD), including CLD's cognitive development. Therefore, it is theoretically and practically significant to carry on a study about the relation among the LCD's family resources and learning motivation, cognitive development. On the bias of the questionnaire and cognitive assessment, we first compared cognitive development between CLD and normal children(NC),and studied the relationship between CLD's cognition and learning motivation. After that ,the correlation among the family resources, learning motivation and cognition was obtained, and finally we set up a casual model of the three factors. 328 subjects(161 CLD & 167 NC) aged from 9 to16 years old attend the research.And they were selected from three primary schools’4,5,6 grade according to our criterion. The results indicated that: (1) CLD's cognition developed more slowly than NC, and the development varied with the difficulty of the tasks, the more easier ,the more slowly. CLD showed little age difference in more difficult cognitive tasks such as concept formation; (2) CLD's showed lower learning motivation than NC, but their learning motivation significantly correlated with their cognition; (3) CLD's home environment,parents’expectation,parents' regulation,parents' academic support,parents' instruction strategy,parents’relation,and parental style correlated significantly with their learning motivation, but only home environment, parents' expectation, mothers' regulation, parents' instruction strategy,parents' relation,and parents’warming,fathers' negative intervention, fathers' denying in parents style showed correlation with CLD's cognition significantly;(4)There were a casual relationship among CLD’s family resources, learning motivation, and cognition. And family resources played an important role in cognitive development derectly or inderectly.