在此資訊爆炸時代學校不可能將學生一輩子需求的知識都傳授與他，因此「學習如何學習」是我們關心與重視的課題，所以筆者想從學習者的自我導向傾向來瞭解大學生是如何自我學習，學生是否具備自我學習的能力呢？本研究經由量的調查資料提供數據，驗證自我導向學習實踐實況及差異情形。本研究旨在探究不同家庭社經背景的學生，其自我導向學習傾向的差異情形，並分析自我導向學習高低傾向對學生學業成就的影響，與學生網路使用情形和學業成就的關係。針對筆者任教的虎尾科技大學，94學年度修微積分的四技四班217位學生為研究對象加以觀察，所蒐集資料分別以t考驗、卡方檢定、變異數分析、Pearson積差相關等方法分析後，有以下結論：高自我導向者與低自我導向者在父親教育程度等級間、母親教育程度等級間、母親職業等級間與家庭社經背景等級間無顯著差異存在；而在父親職業等級間、數學自我導向量表的六個層面、數學自我導向量表的總分、微積分學業成就上與網路成癮量表上都達到顯著差異。但網路使用情形的正常級和預警級與以上者在微積分學業成就上無顯著差異存在。最後根據研究結論，提出對學習與輔導的建議。

The purpose of the study was to examine there lationships among self-directed learning, internet-using and learning achievement in the university of technology. This was asurveystudy. 217 subjects completed the self-directed learning questionnaire.The data was analyzed by statistic altechniquessucht-test, Pearson product-moment correlation chi-square test,and one way ANOVA. The results were as follows： Father’s educational degree, Mother’s educational degree, Mother’s occupation and the parents with social and economical status would not obviously affect their self-directed learning.But father’s occupation, Self-directed Learning Inventory, Calculus and Internet Addiction Scalewould obviously affect their self-directed learning. Finally some suggestions for students, teachers and schools were proposed according to the results.