個人學習動機向來被認為是影響學習成就的重要因素，但是家庭也對學生的學習提供特定的脈絡條件。因此，在探討學生學習成就與時間發展效應之時，若能同時納入個人與家庭因素，並探討其間的交互作用，將能對於兩者的影響力進行客觀的檢驗。本研究的目的主要在探討臺灣青少年學習成就的成長軌跡變化型態，以及家庭文化資本與個人學習動機對於學習成就成長軌跡的影響機制。其中學生的文化資本是來自家庭父母所傳遞下來的先天條件，係屬於一種結構因素；而學生的學習動機則是來自個人後天的努力與學習的正向動力，係屬於一種個人因素。具體而言，本研究目的分為三個主要的研究議題，首先，根據Bourdieu（1977）的文化資本概念，以及Bandura（1977, 1986, 1997）與McInerney和McInerney（1994）的學習動機觀點，探討這兩個重要解釋變數對於各波學生學習成就的影響情形；再者，根據Sternberg（1985, 1986, 1988）的智力三元論觀點探討學生學習成就的成長變化情形；最後，探討文化資本與學習動機對於學生學習成就成長軌跡的交互作用效果。 研究資料取自臺灣教育長期追蹤資料庫（Taiwan Educational Panel Survey）的四波追蹤樣本，以潛在成長曲線模式進行次級資料分析。研究結果發現：1.臺灣青少年的學習成就成長軌跡呈現非線性的遞增漸緩的成長曲線；學生在學習成就的起始能力與成長速率存在個別差異，且學生的起始能力與成長速率具有正向的關係，顯示隨著時間的遞移，起始能力高與低的學生，其能力的差距會逐漸擴大。2.文化資本與學習動機對於學習成就成長軌跡的影響未具交互作用，顯示個人的學習動機並不能減緩或反轉文化資本對於學生學習成就的影響。3.文化資本與學習動機對於學生學習成就的主要效果，在學習的早期階段，存在正向的影響效果，但影響力會隨著時間而逐漸降低。4.文化資本係影響學生學習成就成長軌跡的重要因素，文化資本的豐富與不足會加劇學生學習成就的差距，因而造成強者恆強、弱者恆弱的「馬太效應」現象。最後，依據上述的研究發現，分別提出教育實務上、未來研究與對資料庫研究的建議，以供相關教育人員與研究者參考。 / Individual motivation has always been recognized as the key factor for influencing the students’ learning achievement. However, the family of the students is also considered as an important contextual determinant. As a result, in order to analyze the students’ learning achievement against the temporal effect of time, it is imperative that the factor of family background should be included for understanding the interaction of the factors on the learning achievement. The primary goal of this study is to inquiry the patterns the development and change of learning achievement growth trajectory of the Taiwan adolescent. Particularly, this study explores the effects of family cultural capital and learning motivation on adolescent learning achievement growth trajectory. By definition, family cultural capital which is a structural factor refers to the inherent characteristics that are passed down from the students’ parents. On the other hand, the students’ learning motivation which is a personal factor refers to the extrinsic factor that arises from later days’ hard work and positive learning efforts. In terms of research objectives, this study tries to integrate the Bourdieu’s (1977) perspective of cultural capital, and Bandura’s (1977, 1986, 1997) as well as McInerney and McInerney’s (1994) concept of learning motivation into a framework for examining the effects of the learning growth of different waves of students. Secondly, by applying the Sternberg’s (1985, 1986, 1988) triarchic theory of intelligence to examine the changes of the students’ learning growth trajectory. Finally, to analyze the interaction between the students’ cultural capital and learning motivation on their learning achievement trajectory. The data using in this study was selected from the longitudinal database Taiwan Educational Panel Survey (TEPS). A total of four waves of students’ data were downloaded and analyzed as secondary data using the latent growth curve modeling (LGCM). Major results of the study were followed: First, the learning achievement trajectory of Taiwan adolescents’ seemed to be gradually growing in a non-linear incremental curve; it also shown that at the beginning the students’ learning achievement displayed significant individual differences. Likewise results also revealed a positive relationship between the students’ initial status and growth rate of learning achievement. That is, as the passing of time, the initial status of learning achievement affected the growth of disparity among the students. Second, there were no significant interaction effect between the students’ cultural capital and learning motivation on the learning achievement growth trajectory. This means that the students’ learning motivation cannot moderate the effects of cultural capital towards the learning achievement. Third, results revealed that the main effects of the students’ cultural capital and learning motivation on the learning achievement were occurred on the early stages of learning. A significant positive effect was found in these stages, however, the positive effect gradually decreased along with the passing of time. Fourth, it was found that the minimal effect of students’ cultural capital on their learning achievement growth trajectory was determined by the abundance or deficiency of the former. The amount of cultural capital also determined the distance of the students’ gap. In other words, a phenomenon of the Mathew effect was supported; wherein the students who are in a strong stand will get stronger later on, while the weak shall get weaker. Besides the findings mentioned above, recommendations for further study and limitations of the present study were given at the end.