| Summary: | 碩士 === 華梵大學 === 工業工程與經營資訊學系碩士班 === 107 === Parents are the enlightenment teachers for children’s career development, and their social-economic status affect children’s academic achievements. In addition, children’s personality traits and learning motivation also have a quite impact on academic achievements. In this study, we assume social-economic status is independent variable, personality traits and learning motivation are intervening variables, and academic achievement is dependent variable. Based on the sample of third-grade students of Banqiao elementary school in New Taipei City, we implement the relevant statistical analysis among social-economic status, personality traits, learning motivation and academic achievement. The results of this study is summarized as follows:
1. In personality traits, "stability" of students from intermediate social-economic status is more intensive significantly than that from high social-economic status; “agreeableness” of students from upper-intermediate social-economic status or intermediate social-economic status is more intensive significantly than that from lower-intermediate social-economic status.
2. Students’ learning motivation from high social-economic status is more intensive significantly than that from lower-intermediate social-economic status.
3. Personality traits has a significant impact on learning motivation. The more extroverted one student is, the more intensive learning motivation is.
4. When social-economic status, personality traits and learning motivation are considered simultaneously to be influential factors for academic achievement, only learning motivation has a direct effect while social-economic status and personality traits have indirect effects.
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