The aim of this research is to: 1) understand the current status of junior high school students in terms of their internet behaviors, parental discipline styles, and peer relations, 2) investigate the influences of personal backgrounds of junior high school students (i.e. gender, grades, internet behaviors, and parental discipline styles) on peer relations and academic achievements, 3) explore the relationship between peer relations and academic achievements. This is a survey research. The research subjects were students from a junior high school in Taoyuan City (N=589). A questionnaire was used for date collection. SPSS software was used to analyze collected data. Descriptive statistics, t-test, One-Way ANOVA, and Pearson Correlation Method, and multiple regression analysis were applied for statistical analysis. The results were as follow:
1) Most junior high school students were exposed to the internet for more than 5 years, and more than 60% of the junior high school students used internet every day. Moreover, entertainment was the main internet activity, followed by social events.
2) Most parents were authoritative when it comes to parental discipline style, followed by ignorance-indifferent parents.
3) The peer relations among the junior high school students were at a level of medium or above.
4) In terms of peer relations, there was a significant difference between different genders, internet usage years, internet usage frequenccies, internet usage activities, and parental discipline styles on the peer relations. However, the difference was not obvious on the factors of different grades and internet usage times towards the peer relations.
5) In terms of academic achievements, there was a significant difference between different genders, internet usage years, internet usage frequencies, internet usage times, and parental discipline styles on the academic achievements. However, there was no distinct relation between different grades and internet usage activities on the academic achievements.
6) There were no visible relation among friendship, common participation, social skills, and social anxiety in the peer relations dimension on the academic achievements.