為能瞭解外籍暨大陸配偶學童子女國語文與數學科學業成績的重要影響因素，本研究以母親是高雄縣外籍暨大陸配偶的學童子女為對象，透過邏輯迴歸來進行分析。採用以「學校」為單位的「隨機叢集抽樣」來進行抽樣，只要被隨機抽選出來的國小，該國小內母親是外籍暨大陸配偶之學童皆是研究樣本，共抽出41所國小，有效樣本為503位，佔樣本人數的86.72%。研究結果發現，依重要預測倍數之順序，在國語文成績方面，影響低年級之因素有注意與記憶學習行為、家中經濟、社會適應學習行為、學童年齡、母親識國字程度；影響中高年級之因素有理解與表達學習行為、家中經濟、母親識國字程度；影響1-6年級之因素則有理解與表達學習行為、注意與記憶學習行為、家中經濟、性別、以及母親識國字程度。在數學科成績方面，影響低年級有注意與記憶學習行為、家中經濟、年齡以及母親識國字能力；影響中高年級因素只有理解與表達學習行為；影響1-6年級之因素則有注意與記憶學習行為、理解與表達學習行為、家中經濟、社會適應學習行為。

Logistic Regression Model was employed to examine the impact factors for children’s school achievement of math and Chinese subjects in foreign bride families in Kaohsiung County. Those foreign brides were from Southeast Asia and mainland China. Stratified sampling of a school was adapted. All children of foreign bride families in this school were invited to participate in this study. The sample included 503 children of foreign bride families from 41 primary schools. Based on the consequential prediction order, results of logistic regression analysis indicated the impact factors of attention and memory learning behavior, family income, social adjustment learning behavior, children’s age, and mother’s literacy were significant predictors of Chinese subject achievement for low grade group children. The impact factors of reasoning and expression learning behavior, family income, and mother’s literacy were predictors of Chinese subject achievement for middle-high grade group children. The impact factors of reasoning and expression learning behavior, attention and memory learning behavior, family income, gender, and mother’s literacy were highly associated with Chinese subject achievement for 1-6 grades group children. Regarding mathematics achievement, the impact factors of attention and memory learning behavior, family income, children’s age, and mother’s literacy were significant predictors for low grade group children. The impact factor of reasoning and expression learning behavior was predictive of mathematic achievement for middle-high grade group children. The impact factors of attention and memory learning behavior, reasoning and expression learning behavior, family income, and social adjustment learning behavior were associated with mathematic achievement for 1-6 grades group children.