本研究旨在探討背景變項、家長數位行銷素養、家長數位管教方式、學生交友軟體數位行銷暴露、學生數位行銷素養、學生交友軟體使用彼此間之關係。經抽樣30所學校的國中七年級學生及其家長，獲得2087份親子配對有效樣本。研究結果如下。
一、家長對於子女的數位管教傾向有時採「主動性數位管教」、「限制性數位管教」，很少採「監視性數位管教」。
二、複回歸分析顯示學生學業成就前段者、居住在城市者、家長較多使用主動性數位管教者、家長認知數位行銷素養越好者，學生的認知數位行銷素養越好，另家長較多使用主動性與限制性數位管教，學生的情感數位行銷素養越好。
三、複回歸分析顯示學生學業成就後段者、居住在鄉村者、家長較少使用主動性數位管教、學生交友軟體數位行銷暴露越多者，學生的交友軟體使用行為越頻繁，使用意圖也越強。
本研究建議政府應加強數位行銷管理，並增能家長與學生數位行銷素養。

This study examined the relationships between background variables, parental digital marketing literacy, parental mediation, students' exposure to digital marketing on dating apps, students' digital marketing literacy, and students' usage behavior on dating apps. The research encompassed 2087 parent-child dyads sampled from 30 schools, featuring 7th-grade students and their parents. The research findings were as follows.
1. Parents tended to adopt active mediation and restrictive mediation while rarely using monitoring mediation regarding their children’s internet use.
2. Multiple regression analysis showed that students with better academic performance, residing in urban areas, experiencing higher levels of parental active mediation, and having parents with higher cognitive digital marketing literacy were more likely to exhibit higher levels of cognitive digital marketing literacy. In addition, students who had higher levels of both parental active and restrictive mediation were more likely to demonstrate higher affective digital marketing literacy.
3. Multiple regression analysis showed that students with lower academic performance, residing in rural areas, experiencing lower levels of parental active mediation, and higher exposure to digital marketing were more likely to exhibit higher levels of dating apps usage and intention to use.
The study recommended government intervention to regulate digital marketing practices on dating apps and the implementation of comprehensive education to enhance parents' and students' digital marketing literacy.

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