本研究主要目的在於探討國中生的學習動機、學習策略、考試焦慮對學業成績的影響，學業成績是以96學年度上學期三次段考的數學科平均成績為基準。本研究以台南市後甲國中一年級學生為施測對象，利用分層隨機抽樣9個班級，共283位學生參與測試。以問卷設計量表來測量國中生的學習動機、學習策略與考試焦慮。而透過信、效度分析，可證實本研究之施測問卷具有良好之信、效度。對於成績影響的分析，主要以結構方程模式（SEM）來執行。結果發現，學習動機、學習策略、考試焦慮對學業成績皆有顯著影響，並能解釋37%的變異程度。人口統計變項的影響，主要以變異數分析（ANOVA）來執行。結果發現，是否補習、每週複習課業時間、父母親的教育程度會影響學業成績，而性別對學業成績沒有影響，但性別會影響考試焦慮。經過群組分析後，發現本研究所調查之人口統計變項，並不會干擾所提出之結構方程模式。

The main purpose of this study is to investigate the influences of learning motivations, learning strategies and test anxiety on the academic achievement for the students in junior high school.The academic achievement is based on the average score in math of three mid-term exams in the first semester in 2007.The subjects of this study were drawn from the students in the seventh grade in Tainan Houjia Junior High School. By means of multistage stratified sampling method, the effective samples are 283 students sampling from 9 classes.
The study measures the learning motivations, learning strategies and test anxiety of the junior high school students by the questionnaire design.Through the reliability and validity analysis, the questionnaire of this study is with good reliability and validity.The study takes Structural Equation Modeling (SEM) to analysis the influences on the academic achievement. According to the findings, the academic achievement is significantly impacted by learning motivations, learning strategies and test anxiety. And it accounts for 37% of the total variance.
ANOVA was used to analysis the influences of background variables in this study. The finding is that going to cram schools, the time of reviewing schoolwork per week and parents’ educational background were not related to the academic achievement, but sex can make an impact on test anxiety.
After multiple-group analysis, the study finds that the background variables could not influence the SEM.

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