在我国人口大规模流动的背景下，乡-城迁移是主要驱动力，家庭化流动趋势逐渐增强，流动儿童的数量也不断增加。然而，由于户籍壁垒、资源约束等方面的限制，规模庞大的流动儿童在教育获得和社会适应中处于不利地位。已有研究指出，除制度性障碍外，家庭教育也是导致流动儿童处于不利境地的重要因素，家庭教养方式作为家庭教育的重要组成部分，应该受到社会和学界的广泛关注，但目前已有研究较少聚焦农村流动儿童的家庭教养方式。因此，本研究较为系统的探究了农村流动儿童家庭教养方式的影响因素与影响结果，并在此基础上进一步分析了农村流动儿童教养方式的内部异质性。

本研究采用中国教育追踪调查数据，具体考察了农村流动儿童家庭教养方式的以下三方面内容：一是描述了农村流动儿童家庭教养方式的总体模式，并进行群体差异比较。二是探究影响流动儿童家庭采取城市主流教养方式的因素，基于同化理论和代际闭合理论，考察个体层面、班级层面、学校层面、城市层面的社会互动接触对农村流动儿童家庭教养方式的影响。三是探究家庭教养方式对农村流动儿童学业成绩、非认知能力等教育结果的影响效应，以及该影响效应在不同群体之间存在的差异性。

研究发现：第一，农村流动儿童的家庭教养方式以忽视型教养方式为主，其次为采取权威型教养方式的家庭，采取宽容型教养方式的家庭占比最低。在总体分布模式上，农村流动家庭的教养方式更接近农村家庭，和城市本地家庭的教养方式差异较大。在农村流动人口群体内部，子女性别不同、子女数量不同、家庭社会经济地位不同、所在城市规模不同的群体在家庭教养方式的选择上存在显著差异。第二，在控制子女性别、家庭社会经济地位等传统影响因素的基础上，家长与教师沟通、认识其他家长的代际闭合对农村家庭采取城市主流的权威型教养方式具有显著正向影响，与教师沟通对子女前期学业表现欠佳的家庭采取权威型教养方式的影响效应更大。第三，采取权威型教养方式不仅有利于提高农村流动儿童的学业成绩，也有利于提高他们的非认知能力。总体上，权威型教养方式对学业成绩较低和来自社会经济地位较低的家庭的儿童的正向影响效应更大，在未来信心、集体融入、人际交往、社会规范行为方面，通过采取权威型教养方式可以缩小处于不利地位的农村流动儿童与其他群体的教育结果差距。

本研究在宏观的流动人口社会融入背景下，探讨了农村流动儿童的家庭教养方式，研究认为流入地政府、社区和学校应为流动人口提供更多互动交往的渠道，促进流动人口广泛接触并进一步适应城市主流文化，进而更好地融入城市生活。

Under the background of large-scale movement of population in China, migration from rural to urban is the main driving force, the trend of family mobility is gradually strengthened, and the number of migrant children is also increasing. However, due to household registration barriers, resource constraints and other limitations, large migrant children are at a disadvantage in educational acquisition and social adaptation. Existing studies have pointed out that, in addition to institutional barriers, family education is also an important factor that leads to the disadvantageous situation of migrant children. As an important part of family education, parenting style should be widely concerned by the society and academia, but few studies have focus ed on the parenting style of rural migrant children. Therefore, this study systematically explored the influencing factors and results of the parenting style of rural migrant children. On this basis, this study further analyzed the internal heterogeneity of the parenting style of rural migrant children.

Using the data of China Education Panel Survey, this study specifically investigated the following three aspects of the parenting style of rural migrant children: First, the study described the overall pattern of parenting style of rural migrant children and compared the group differences. The second is to explore the factors that affect the migrant children's families to adopt the urban mainstream parenting style. Based on assimilation theory and intergenerational closure theory, the influence of social interaction at the individual level, class level, school level and city level on the parenting style of rural migrant children was investigated. The third is to explore the effects of parenting style on the academic performance, non-cognitive ability and other educational outcomes of rural migrant children, as well as the differences in the impact between different groups.

The findings were as follows: first, the parenting style of rural migrant children was dominated by neglect parenting style, second was authoritative parenting style, and permissive parenting style was the lowest. In terms of the overall distribution pattern, the parenting style of rural migrant families was more similar to that of rural families, and it is quite different from that of urban local families.  Within rural migrant population group, there were significant differences in the choice of parenting style among groups with different gender of children, number of children, family socio-economic status and city size. Second, after controlling the traditional influencing factors such as children's gender and family socioeconomic status, communication between parents and teachers and the intergenerational closure of knowing other parents had a significant positive impact on the adoption of urban mainstream authoritative parenting style by rural families. Communication with teachers had a greater impact on the adoption of authoritative parenting styles in families whose children have poor academic performance in the early stage. Third, authoritative parenting style was not only beneficial to improve rural migrant children's academic performance, but also to their non-cognitive abilities. In general, authoritative parenting had a greater positive effect on children from low socioeconomic status families. In terms of self-education expectations, future confidence, group inclusion, interpersonal interactions, and socially normative behavior, the differences in educational outcomes between disadvantaged rural migrant children and other group could be narrowed by adopting the authoritative parenting style.

Under the background of the macro social integration of migrant population, this study discussed the parenting style of rural migrant children. The study suggests that the government of the inflow should break the separation of the household registration system, provide more interactive channels for the migrant population, form a social closed relationship network, and promote the migrant population to widely contact with and further adapt to the mainstream culture of the city, in order to better integrate into city life.