本研究針對某科技大學96學年度四技暑假重（補）修微積分上冊的學生蒐集資料，由數學學習動機與數學學習成效編成問卷，且對學生的家庭社經地位做分析與比較。所蒐集資料分別以敘述統計、t考驗、逐步迴歸分析等方法分析後，有以下結論：高低分組學生在父親職業等級間、母親職業等級間、學習動機上與學習成效上有顯著差異存在，且高分組優於低分組；而在父親教育程度等級間、母親教育程度等級間無顯著差異；數學學習動機與數學學習成效兩個構面對微積分學期成績有顯著的預測作用((上標 *)p<0.05)，共可解釋總變異量的23.21%。根據上述研究結果，希望對暑修微積分的學生能有多一份的瞭解，並提出數點教育或輔導上的建議。

The research includes departments personal information, socio-economic status of students' parents, learning motivation, the interactions in the group to understand the relationships with students' academic achievement in repeated Calculus course. According to the literature reviews, I constructed the study framework and developed three questionnaires to collect data. Questionnaires were administered to a convenience sample of 25 students from the repeated Calculus course of the National Formosa University in the summer vacation. A statistical analysis was conducted by t-test, Pearson Product-Moment Correction and stepwise multiple regression. There were significant difference in father's educational level, the learning motivations between different levels of academic achievement. The study demonstrated that three questionnaires explained 23.21% of variation of learning achievement in the repeated Calculus course. According to the above outcomes, the researcher has suggested some suggestions for further studies on the study.