在國小階段，新移民與非新移民學童在國語文的學習成就上有明顯不同，但至國中階段，此差異即縮小甚至消失。過去研究顯示，影響國語科學習的因素存在群體間的差異，但並未有以新移民學童族群為對象在此議題上進行討論。本研究以此為緣起，探討此二群體在國語文學習上的情形。以北部四年級新移民學童及非新移民學童各108名進行分析，路徑分析的結果指出，對非新移民學童族群而言，國語科的成就僅與閱讀行為有關；但對新移民學童族群而言，智力固定觀則是對國語科成績產生直接影響，也由自律學習以及對學科喜愛產生間接影響，但不透過閱讀行為。文末對不同族群學童在國語科成績上的努力方式及對學科的喜愛程度進行討論。

The significant difference of achievement in Chinese between immigrant and non-immigrant students in the stage of primary school was proposed by longitudinal study. However， the discrepancy was vanished when they were in high school. The path of Chinese learning for these two groups was investigated in this study to reveal the changes， especially in immigrant students. The model supposed that beliefs (entity theory) triggers certain behaviors (reading and self-regulation learning)， and then affect Chinese achievement. In this model，the level of favorite in Chinese was also considered. Data were collected from 216 immigrant and non-immigrant fourth grades students. Path analysis indicated that the learning paths are different between the two groups. Non-immigrant students improved the Chinese learning by reading， whereas immigrant students adopted self-regulated learning to enhance the achievement. The favorite of Chinese mediated the relation of beliefs and behaviors effectively. Lastly， the corresponding learning strategy was suggested.