本研究旨在探討青少年知覺家長數位教養對於其社群媒體識讀能力的影響，並進一步了解數位親子溝通品質是否有中介效果。研究對象為13到15歲之青少年，並採用「家長數位教養行為量表」、「社群媒體識讀量表」、「親子信任量表」，以及「自我揭露量表」為研究工具，以394筆有效資料進行正式分析，包含獨立樣本t檢定、單因子變異數相關分析、皮爾森積差相關，以及結構方程模型。結構方程模型的主要研究結果指出：(1)主動型的數位教養對青少年社群媒體識讀有正向且顯著的效果；（2）主動型的數位教養，會透過數位親子溝通品質，正向影響青少年社群媒體識讀的能力。最後，針對本研究之限制與未來方向進行討論，並依據研究結果提供實務工作者相關建議。

This study aims to explore the impact of adolescents' perception of parental digital parenting on their social media literacy, and to further understand whether digital parent-child communication quality have mediating effects. The participants were adolescents from 13 to 15 years old. The study utilizes the "Parental Digital Parenting Behavior Scale," "Social Media Literacy Scale," "Parent-Child Trust Scale," and "Self-Disclosure Scale" as research tools, with 394 valid samples for formal analysis. The analyses include independent sample T-tests, one-way ANOVA, Pearson correlation, and Structural Equation Modeling(SEM). The main findings from the SEM indicate that: (1) active digital parenting was positive and significant effect on adolescents' social media literacy; and (2) the mediating effect of digital parent-child communication quality on the path from active digital parenting to adolescents' social media literacy was positive and significant. Finally, according to the research results, the limitations and future directions of this research were discussed, and relevant suggestions for practitioners were provided.

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