|Abstract: || 本研究主要目的在於瞭解不同背景之大學一年級學生對學習策略與學業成就之現況、差異狀況、相關情形及影響。本研究採普查方式，針對某大學共1,839位大一學生進行問卷調查，學習策略調查採用「大學生學習與讀書策略量表」；學習成就則以大學一年級全學年通識成績為評量標準。並用描述統計、t檢定、單因子變異數分析、皮爾森積差相關以及迴歸分析進行資料分析。研究結果顯示：(1) 大一學生僅在自我測驗及解決學習困難策略高於全國常模。(2) 大一學生其入學管道、教育程度、居住地區及學院差異等背景變項，在部份學習策略使用上有顯著差異。(3) 女生的學習策略運用優於男生；學習成就方面女生高於男生。(4) 整體而言學習策略與學業成就有顯著相關。(5) 控制其他情況下，入學管道、教育程度、性別、居住區域及學院別對學習策略具影響。(6) 控制其他情況下，「態度」、「動機」、「時間管理」、「專心」、「選擇要點」、「學習輔助術」、「自我測驗」、「考試策略」及「解決學習困難策略」，此9項學習策略對學習成就有正向影響；背景變項對學習成就具影響者為性別以及學院別，其中女生的學習成就表現平均得分較男生高出6.85~8.18分，數理學院學生之學習成就表現較人文學院、觀光學院及運動知識學院學生高出2.29~6.85分。|
This study was to explore a university freshmen with varied backgrounds about the current status, individual differences, and correlation of their learning strategies and achievement. The participants are 1,839 university students who studied in a northern part of Taiwan. The questionnaire "Learning and Studying Strategies of University Students" was adopted in the survey. Learning achievement was measured by the scores of all general education courses taken by the freshmen in their first academic year. Descriptive statistics, t-test, one-way ANOVA, Pearson''s correlation and regression analysis were employed to conduct the data analysis. The result shows that: (1) The scores of this University freshmen are simply higher than the national normal in the strategies of self-testing and solving learning difficulties. (2) There is a significant difference in part of the learning strategies based on university freshmen’s entrance channels, educational background, residential areas and colleges. (3) Girls'' learning strategies is better than that of boys''. Girls'' learning achievement is better than boys''. (4) Generally, the results showed positive correlations between students'' learning strategies and learning achievement. (5) With the other factors under-controlled, entrance channels, educational background, sex, residential areas and colleges have the influence on learning strategies. (6) With the other factors under-controlled, ''attitude'', ''motivation'', ''time management'', ''concentration'', ''selecting main ideas'', ''study aids'', ''self-testing'', ''testing strategies'', and ''strategies for solving learning difficulties'' show positive effect on learning achievement. Backgrounds factors such as sex and colleges have effect on learning achievement. Among them, girls'' learning achievement is better than boys'' by a score range between 6.85 and 8.18. Students from the Mathematical Science College perform better on their learning achievement by a score range between 2.29 and 6.85 than the students in the Colleges of Liberal Arts, Tourism, and Sport knowledge.