本研究的目的為探討有關「學習者」本身之相關變項（學生的心理特質－自我概念、 學習目標，學習過程－學習技巧）與其學業成就之關係。並且經由對其間關係之探討 ，可以提供給心理與教育學家一些有關的資料，協助他們發展出一個可以指導學生學 習技巧、學習策略，並且兼顧學生自我概念發展的訓練課程，以增進學生學業成績之 進步。 本研究係以全省地區（包括台北市）的國民中學學生為研究對象，樣本的抽取乃分北 、中、南、東四區分別抽取，共計十八個學校1,800 學生。所用的研究工具計有「學 習目標量表」、「學習技巧量表」、「田納西自我概念量表」（心理自我之部分）等 三個量表。另外，以學生的智育成績為學業成就之代表。本研究所得資料之統計分析 方法是：(一)應用皮爾遜積差相關法，分析各研究變項彼此間之關係，(二)以變異數 分析探討各研究變項與學業成就之關係，(三)以多元逐步迴歸分析，找出可以聯合預 測個人學業成績最大部份的預測變項。 根據研究的結果，本研究的主要發現有： 一、學習技巧較佳的學生，其學業成就也較佳。 二、高學習導向的學生，其學業成就較低學習導向的學生為佳。 三、自我概念（心理自我）好的學生，其學業也就也較佳。 四、高學習導向的學生，其學習技巧也較佳。 五、自我概念（心理自我）、學習目標、學習技巧對學業成就有顯著的影響。 六、前段班的學生，其學習技巧優於後段班的學生。 基於以上的發現，本研究提出二項建議： 一、積極培養學生健全良好的自我概念。 二、設置學生技巧指導的課程，並且力強學生學習技巧及學習目標的輔導。

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-02-08T11:19:09Z No. of bitstreams: 1 Maria Madalena Lopes Cravo Roxo.pdf: 1314342 bytes, checksum: 3ebe1b74268e4e44771a6fe56850be01 (MD5) / Made available in DSpace on 2018-02-08T11:19:09Z (GMT). No. of bitstreams: 1 Maria Madalena Lopes Cravo Roxo.pdf: 1314342 bytes, checksum: 3ebe1b74268e4e44771a6fe56850be01 (MD5) Previous issue date: 2018-01-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study aims to investigate, from the perspective of teachers and pedagogical coordinators, the possibilities of using the results of the external state evaluations so-called SARESP (Evaluation System of Learning Achievement in the State of São Paulo) on Mathematics to initiate changes in the educational process, in three public state schools from Itapecerica da Serra city, in the state of São Paulo. This is a qualitative research whose data were collected through documentary analysis (legislation and documents guiding the proposal and implementation of external evaluations in the São Paulo public education network), through a questionnaire for collection of views from mathematics teachers - 9th grade, and to interviews with the pedagogical coordinators of the three target schools researched. Vinao Frago’s concepts of school cultures, teachers' culture and managerial culture as well Gimeno Sacristán’s constructs of "curriculum" and "evaluation" made up our theoretical framework. Data obtained are presented in summary tables and charts. The results confirm the hypothesis that the use of the results of SARESP evaluations is not guiding, as it should be, decisions and actions of the school units and classrooms. External evaluations like SARESP / Mathematics are part of the education reform that have been carried out in the state public education system in São Paulo since the 1990s. This has been done through laws, decrees, regulations, as part of mechanisms, actions and programs instituted by the SEE / SP (Secretary of Education in the State of São Paulo), as a means to control and standardize work in schools. As such, it has left teachers and administrators with no other option but to adhere to a specific and standardized model of school and of a teacher / O presente estudo tem como objetivo investigar - em três escolas públicas estaduais paulistas da Diretoria de Ensino da Região de Itapecerica da Serra, na perspectiva de professores coordenadores pedagógicos e de professores, as possibilidades de utilização dos resultados das avaliações externas (SARESP/Matemática) para desencadear mudanças no processo educacional. Trata-se de pesquisa de natureza qualitativa, cujos dados foram coletados por meio de análise documental (legislação e documentos norteadores da proposta e implementação das avaliações externas na rede pública de ensino paulista) e por meio de questionário para coleta de depoimentos dos professores de matemática - 9º ano, além de entrevista com os professores coordenadores pedagógicos das três escolas alvos da pesquisa. Como norte teórico foram utilizados os conceitos de culturas escolares, cultura dos professores e cultura dos gestores de Viñao Frago e os conceitos de “currículo” e “avaliação” de Gimeno Sacristán. Os dados obtidos são apresentados em quadros-síntese e tabelas. Os resultados da pesquisa confirmam a hipótese de que o uso dos resultados das avaliações SARESP não vem orientando - como deveria - decisões e ações nos âmbitos das unidades escolares e salas de aula. Ou seja: avaliações externas como SARESP - Matemática compõem a reforma educativa levada a cabo no sistema de ensino público estadual paulista, desde os anos 1990, por meio de leis, decretos, regulamentos, e como parte de mecanismos, ações e programas instituídos pela SEE/SP, como forma de controle e padronização do trabalho nas escolas – o que vem deixando professores e gestores sem saída, a não ser aderirem a um modelo específico e padronizado de escola e de professor

字彙學習在語言學習上佔有非常重要的地位。本研究之目的旨在探究台灣國中學生在學習英語字彙時使用字彙學習策略的情形，首先，想了解各種不同字彙學習策略的使用頻率，並找出較常和較少使用的字彙學習策略，此外，想探討字彙學習策略的使用和字彙學習成就之間的關係，並找出不同字彙學習成就程度的學生在字彙學習策略使用上的差異之處。 本研究以147位國中三年級學生為調查對象，研究的工具為字彙學習策略問卷和字彙學習成就測驗，資料的分析採用SPSS，包含描述性統計、皮爾遜積差相關分析及單因子變異數分析。研究結果指出(1)整體而言，國中學生使用字彙學習策略的頻率並不高；(2)國中學生最常使用認知策略，最少使用社會策略；(3)國中學生比較常使用「表層」處理策略，比較少使用「深層」處理策略，例如，學生會注意單字的發音及拼法，並且偏愛重複背誦的方式，相反地，他們很少使用聯想或造句的方式來學習字彙；(4)國中學生的字彙學習成就和字彙策略的使用有顯著的相關性，在字彙學習上成就較高的學生，不僅會使用較多樣的策略來學習字彙，而且會更常使用這些字彙策略；(5)在字彙學習上成就較高的學生會比較注意上下文的關聯性、發音與拼法的相關性、字彙的詞性，他們會把單字分成音節而且會把字彙學習與自身的經驗相結合，另外，他們在教材的使用比較積極，相反地，成就較低的學生比較不注重單字的發音；(6)國中學生的學習策略來源主要是學校老師，他們選擇使用某些特定的策略主要原因是因為這些策略比較方便且容易使用，此外他們最想學的字彙學習策略與增加自然練習英語的環境有關。 最後，本研究建議老師應該 (1)教導學生如何使用各種不同的字彙學習策略；(2)在介紹策略的時候要考慮學生的程度；(3)教導學生聯合使用「表層」及「深層」處理策略；(4)教學生猜測單字的意思後，要查字典；(5)提供互動的活動讓學生在自然的環境下學習字彙；(6)鼓勵學生獨立規劃自己的字彙學習。 / Vocabulary learning is of critical importance to language acquisition, whether the language is first, second, or foreign. After suffering from being neglected for decades, vocabulary learning and teaching now have attracted considerable attention in the field of ESL or EFL research. The interest of research has been particularly in studying learners’ approaches to vocabulary learning. The present study aims to investigate the kinds of vocabulary learning strategies used by JHS students in Taiwan. Moreover, it examines whether there is any relationship between JHS students’ vocabulary strategy use and their vocabulary learning achievement. The data were collected from 147 third-grade students from a junior high school in Miaoli by means of two materials. The Vocabulary Learning Strategy Questionnaire was designated to survey what kinds of vocabulary learning strategies JHS students used and how often. The Vocabulary Achievement Test was used to discriminate the participants into different levels in vocabulary learning achievement. Data analysis was performed by SPSS, including descriptive statistics, Pearson product-moment correlations, and one-way ANOVA. The major findings of this study are summarized as follows. (1) JHS students as a whole are moderate users of vocabulary learning strategies. (2) JHS students use cognitive strategies most frequently and social strategies least frequently. (3) JHS students employ “shallow” processing strategies more often than “deep” processing strategies. They particularly favor repetition strategies and pay more attention to the form of a word. On the other hand, they seldom put words in a meaningful context or utilize imagery techniques. (4) JHS students’ vocabulary strategy use is strongly related to their vocabulary learning achievement. Students with better vocabulary learning achievement not only use a wider range of strategies but also use them much more frequently. (5) JHS students with the highest level of vocabulary learning achievement pay much more attention to textual context, dividing words into syllables, active use of the learning materials, the matching between spelling and sound, word classes, and the personalization of information. On the other hand, JHS students with the lowest level of vocabulary learning achievement pay much less attention to the sound of a word. (6) JHS students learn vocabulary strategies primarily from school teachers and their major reason for strategy choice is because of convenience and ease of employment. The strategies that they want to learn most have something to do with increasing authentic input. According to the findings, several pedagogical implications are suggested. Teachers should (1) help JHS learners to raise their awareness of vocabulary learning strategy use; (2) take JHS learners' individual differences, such as vocabulary learning achievement, into account when recommending strategies; (3) instruct JHS learners to increase using the “shallow” processing and “deep” processing strategies in combination; (4) guide JHS students to use the “guessing” and “dictionary” strategies in combination; (5) provide JHS students with more authentic input and communicative interaction for vocabulary learning; (6) encourage JHS students to take charge of their vocabulary learning and view it as a life-long process. If JHS students can be equipped with the abilities to employ appropriate strategies, they can build up vocabulary more effectively and efficiently on their own.

由於國小新移民學童的逐年增加，研究新移民學童的學習情況有其必要性。本研究主旨在專門調查中台灣一所國民小學新移民學童的英語學習狀況。研究主要在探討：(1)新移民學童的英語學習成就；(2)新移民學童的英語學習態度；(3)新移民學童的英語學習成就與其英語學習態度之關係；(4)新移民學童學習英語所面臨的挑戰；(5)新移民學童對自己英語學習的看法；以及(6)教學現場的英語教師對新移民學童英語學習的看法。 本研究的研究對象為十四名五、六年級的新移民學童，並以六十名台灣學童做為比照。研究比較七十四名學童的英語成績，且所有七十四名學童完成一份英語學習態度量表。十四名新移民學童則參與一次訪談，兩名教學現場的英語教師也經歷一次訪談。研究所收集的資料經統計分析及質性分析後，所得的結果如下：(1)大部分新移民學童的英語學習成就不佳；(2)大部分新移民學童英語學習態度是正面的；(3) 新移民學童的英語學習成就與其英語學習態度並無相關性；(4)新移民學童面臨的英語學習挑戰不少，包括他們對不同英語老師的教學風格的適應能力、他們上英語課時產生的焦慮感及緊張感、他們不易牢記英語生字、他們不會寫英語作業、他們沒有辦法去上英語補習班等；(5)新移民學童大部分對自己的英語學習持樂觀看法；(6)英語教師對新移民學童的英語學習則持較悲觀看法。 根據本研究的發現，研究者在本研究報告最後提出數點建議及未來相關研究的研究方向。 / With the increasing of New Immigrant Children in elementary schools, studies to understand New Immigrant Children’s learning conditions become imperative. The purpose of this study was to investigate New Immigrant Children’s English learning conditions in an elementary school in central Taiwan. The study focused on exploring: (1) New Immigrant Children’s English learning achievement; (2) New Immigrant Children’s English learning attitudes; (3) The relationship between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children’s English learning challenges; (5) New Immigrant Children’s own perspectives about their English learning; (6) English teachers’ perspectives about New Immigrant Children’s English learning. The participants in this study included 14 New Immigrant Children in fifth and sixth grades, with 60 Taiwanese Children working as comparison. These 74 children’s English scores were compared, and they all responded to an English learning attitude scale. The 14 New Immigrant Children then underwent a group interview. Two English teachers were also interviewed. The data collected were then analyzed with statistical and qualitative analyses. The following results were drawn: (1) Most New Immigrant Children were English low-achievers; (2) New Immigrant Children’s English learning attitudes were generally positive; (3) No correlation was found between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children faced several challenges in learning English, including their adaption to different English teachers’ teaching styles, their feelings of anxiety and nervosity during English classes, their problems to memorize new words and do English homework, their not being able to go to English cram-schools, etc.; (5) New Immigrant Children in general were optimistic about their English learning; (6) English teachers in general were pessimistic about New Immigrant Children’s English learning. Based on the findings of this study, some implications were provided and several suggestions for further studies were offered at the end of the report.

本研究主要目的是探討GSP電腦輔助教學對國三學生學習三角形外心、內心及重心之成效。研究採用準實驗研究法中之不等組前後測設計，以桃園縣一所國中三年級四班共127位學生為研究對象，分派兩班為實驗組共63位學生，進行GSP電腦輔助教學課程；另兩班為控制組共64位學生，進行一般傳統講述教學課程。學生學習風格採用Kolb學習風格量表區分成「主動實驗」及「省思觀察」兩種類型，為探究不同學習風格之學生接受不同教學方法之後，在數學學習態度、成就與保留上的差異，採用二因子共變數分析檢定研究假設。並於實驗教學後，以GSP電腦輔助教學意見調查表調查其看法及態度，整理檢定分析及調查結果後得到以下結論： 一、排除前測影響後，學生在數學學習態度上的表現： (一)教學方法因子效果及學習風格因子效果之間沒有交互作用。 (二)教學方法因子效果有顯著差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)學習風格因子效果沒有顯著的差異。 二、排除前測影響後，學生在數學學習成就上的表現： (一)教學方法因子效果及學習風格因子效果之間有交互作用。 (二)對學習風格為省思觀察者而言，教學方法因子會造成顯著的差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)以省思觀察者接受傳統講述教學法後表現最差。 三、排除前測影響後，學生在數學學習保留上的表現： (一)教學方法因子效果及學習風格因子效果之間沒有交互作用。 (二)教學方法因子效果有顯著差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)學習風格因子效果沒有顯著的差異。 (四)以省思觀察者接受GSP電腦輔助教學法後表現最佳。 四、GSP電腦輔助教學的看法及態度方面： 主動實驗者表示GSP電腦輔助教學提供了實際操作的機會，而省思觀察者則表示GSP電腦輔助教學提供了詳盡的說明和動態演示。就實驗組學生使用GSP電腦輔助教學而言，大多抱持著正向及肯定的學習態度。 / The purpose of this study is to explore the effects on learning performance of circumcenter, incenter and centroid of a triangle by 9th graders based on computer -assisted instruction using GSP in mathematics teaching. This study was conducted as a quasi-experimental design. Four classes, which have a total of 127 students, were sampled from a junior high school in Taoyun County. Two classes were assigned as experimental group and the others as control group. The former took “computer -assisted instruction using GSP in mathematics teaching” method learning, while the latter two took “traditional mathematics teaching” method learning respectively. This study used the learning styles inventory (LSI) of Kolb to classify learners into two groups -“active experimentation (AE)” and “reflective observation (RO)”. Two-way ANCOVA was conducted to test all hypotheses in order to find variations of mathematical learning attitudes, mathematical learning achievenments, mathematical learning retention. The study also investigated the views of points of the students in experimental group after the experiment. According to the analysis from the experiment, this study reached the following conclusions︰ 1.In mathematical learning attitudes: (1)Learning styles and teaching methods did’t interact significantly. (2)There was a significant difference between two teaching methods. The effect on experimental group was better than the control group. (3) There was no significant difference between two learning styles. 2.In mathematical learning achievements: (1)Learning styles and teaching methods interact significantly. (2)For the style RO, there was a significant difference between two learning styles. The effect on experimental group was better than the control group. (3)The effct on control group with the style RO was the worst. 3.In mathematical learning retention: (1)Learning styles and teaching methods did’t interact significantly. (2)There was a significant difference between two teaching methods. The effect on experimental group was better than the control group. (3) There was no significant difference between two learning styles. (4)The effct on experimental group with the style RO was the best. 4.After the experiment, most students in experimental group with the style AE said that “the experimental curriculums had provided the actual operation opportunity”; most students in experimental group with the style RO said that “the experimental curriculums had provided the exhaustive explanation and the dynamic demonstration”. They also agreed that the experimental curriculums were better.

為達成「精熟學習」的教與學過程中強調的個別化教學、學生學習的回饋、校正學生學習錯誤等高效能的教學理想。本研究自行發展一套數位化診斷系統，在不改變學校政策、班級作息、教室管理實施情況下，對準備參加科大入學測驗高工三年級的學生，在考前六週進行數學科總複習的「精熟學習配合數位化診斷」實驗教學。經由學生的作答反應，本診斷系統完成以下功能： (1)能快速的篩選出優良試題，並提供試題的難度、鑑別度、答對率與評鑑試題的品質。 (2)能診斷出個別學生與試題的差異性，並完成試題卷的信度、效度評鑑與S-P分析表。 (3)能提供完整的學習成就遷移記錄，並可歸類出學生學習潛能與整體學習表現。 (4)能彙整出學生學習成效與具體教學建議。 教師藉診斷系統所提供的資訊，對學生進行個別化校正或充實教學，期以達成精熟學習的教學理想。並在實驗教學後分析學生學習回饋單，大多數學生對實驗教學法持正面態度，且自認學習態度更積極，並建議若能提早實施精熟學習配合數位化診斷教學，應會有更好成績表現。 本研究並探討「實驗教學」的實驗A組學生，分別對「不同科別」的實驗B組學生與對「傳統教學」的控制C組學生的數學學習態度、學習成就、學習成就絕對均差的差異性，經單因子共變數分析，排除前測影響後，具體結論如下： (1)實驗A、B組與控制C組學生在數學學習態度後測得分並無明顯差異。 (2)實驗A組與控制C組在數學學習成就後測成績有明顯差異，且實驗A組分數明顯高於控制C組。 (3)不同科別實驗組的A組電機類與B組機械類學生，在數學學習成就後測成績有明顯差異，且電機類分數明顯高於機械類，但機械類排除未完成實驗的學生後，則不同科別的實驗A組、實驗B組，在數學學習成就後測成績無明顯差異。 (4)實驗A組與控制C組學生在數學學習成就後測成績的絕對均差有明顯差異，且實驗A組絕對均差小於控制C組。 最後為使實驗教學能更順利進行，建議教學前先營造愉快與舒適教學環境與良好的師生互動情誼再實施，這將會是實驗教學成功的關鍵 / Mastery Learning Strategy is a highly effective teaching method, emphasizing the importance of individualized tutoring, student feedback and learning error correction. In this study, a self-devised computerized diagnostic system was developed for the third-year vocational high school students who were preparing for the technological university entrance examination. An experimental teaching method using Mastery Learning Strategy with computerized diagnostic system was given to the aforementioned students as a math review lesson six weeks before the entrance examination, following the original school policy, class schedule or class management. From test responses, the diagnostic system achieved the following: (1)Quick selecting of good quality test items. It also evaluates the test items and provides the difficulty, discrimination, and correction rates of them. (2)Individualized diagnosis of each student vs. test items. It also completes the reliability, validity and S-P charts of the test. (3)Offering a comprehensive record of the learning process. It also analyzes the learning process of the students and sorts out their learning potential. (4)Analyzing students’ learning effects and coming up with teaching suggestions. In this experiment, the data gained from the diagnosis were used to provide each student with individualized instruction or error correction with the hope of attaining the goals of Mastery Learning. The analysis of the students’ feedback after the experimental teaching method showed that most students thought positively of the experiment, admitting that they developed a more aggressive learning attitude, and suggested that this computerized diagnostic system, had it been implemented earlier, would have helped them achieve even better grades. The students in this study consisted of three groups. Group A and B were both experimental groups except that group A were students from electrical engineering department while group B were students from mechanical engineering department. Group C was the control group receiving only conventional teaching method. Group A was compared with group B and group C respectively in terms of differences in math-learning attitude, math-learning achievement, and in the absolute mean deviation of learning achievement. By means of one-way analysis of covariance, with pre-test effects eliminated, the conclusions were as follows: (1)None of the groups exhibited significant grade differences on the math-learning attitude post-test. (2)Group A scored significantly higher on the math-learning achievement post-test than did Group C, the control group. (3)Group A of electrical engineering students scored significantly higher on the math-learning achievement post-test than did Group B of mechanical engineering students. However, if the grades of the Group B students who didn’t complete the experiment were unaccounted, no grade difference was noticeable on the math-learning achievement post-test between Group A and Group B. (4)Group A, the experimental group, had significantly lower absolute mean deviation on the math-learning achievement post-test than did Group C, the control group. Finally, it was suggested that creating a comfortable environment for teaching and learning as well as an advance establishment of a good teacher-student rapport are the key to a smooth-going and successful experimental teaching method.

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.