長久以來，學生學習成就表現就是國內外教育研究所共同關注的重要議題之一。本研究採用「國民中學階段學生科學與數學學習長期追蹤調查資料庫」，以國中生學習成就的調查數據，建立影響學習成就的因素模型，運用SEM檢定國中生之家長社經地位、家長參與、同儕互動、師生關係、學習態度、學習技巧與學生學習成就之關係。本研究納入可分析樣本有1,770位國中生。本研究獲得以下結論：一、國民中學學生家長社經地位愈高，家長參與、學生學習態度、技巧、同儕互動與學習成就愈好；二、國民中學家長參與子女學習愈多，對學習成就有提升效果；三、國民中學學生學習態度愈積極，學習成就表現愈好；四、國民中學學生同儕互動情形對學習成就具正向助益；五、國民中學學生師生互動愈好，學生學習成就愈高；六、國民中學學生學習技巧對學習成就沒有明顯影響。

Learning Accomplishment has been an important topic of educational research for a long time, either internal or overseas. This research adopts the 〞Long-term tracking database of both science and math study in Junior-High School stage〞. By means of studying the statistical data of learning accomplishment of Junior High School students, so that to establish the factor model that would cause the impacts. Adopting SEM, this study examines the connection between learning accomplishment and students' socio-economic status, parents' participation, fellow interaction, relationship with teachers, learning attitude, and learning skills. A total of 1,770 Junior-High School students has been listed as valid samples in this study. Conclusions are as follows: 1) the higher the socio-economic status; the better the parents' participation, learning attitude, learning skills, fellow interaction, and learning accomplishment. 2) The more the parents' participation; the better the elevation of learning accomplishment would be. 3) The more active the learning attitude; the better would the learning accomplishment become. 4) The fellow interaction also has positive impact on learning accomplishment. 5) The better the relationship between teachers and students, the more obvious would the learning accomplishment reveal. 6) The learning skills do not have apparent influences on learning accomplishment.