本研究旨在了解新竹市公立國民小學六年級學生網路使用行為對學業成就的影響，在控制相關背景變項下，檢視網路使用行為對學業成就的影響。研究發現：一、性別、家庭結構、家長社經地位及補習會影響課業成績表現：女生優於男生、雙親家庭者優於單親家庭者、高家庭社經地位者優於中低家庭社經地位者、有補習或安親者優於沒安親沒補習者。二、網路使用行為內容會影響學業成就表現：房間無電腦、上網時數少、上學習行網站及父母高度控制上網者，其課業成就明顯較高。三、經控制背景變相後，網路使用行為對學業成就的影響力降低，父母對學童的上網行為管理是影響課業成績的顯著變項，顯示學童的家庭因素才是影響學業成就的關鍵因素。

The purposes of this research are to find out the correlation between internet behavior and academic achievement of the public sixth-grade students in Hsinchu city. The conclusions of this research are as follows: 1. The academic achievements in different background variables are found. Girls are better than boys. Students in both-parent families are better than students in single-parent families. Students in high-SES families are better than in intermediate and low-SES families. 2. The academic achievements in different internet behavior variables: Students without desktop in their own rooms are better than students with desktop. Students have short-time internet access are better than long-time ones. Students have long-time internet access for studying are better than short-time ones. Students' high-parental controls are better than median or low-parental control ones. 3.Conclusion of this research: For the 6th graders, their academic achievement are influenced by both background variables and internet behaviors. However, the effect of the internet behaviors is less than their background variables. Therefore, the effects of individual-family factors are stronger than the effects of the internet behavior.