本研究旨在了解臺灣國中小階段學生學習成就現況為何，以及是否存在性別差異之現象。為了解國中小階段學生學習成就性別差異情形，採用了臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey, TEPS）及臺灣學生學習成就評量資料庫（Taiwan Assessment of Student Achievement, TASA）兩資料庫資料，並以平均數檢定及階層線性模式（Hierarcical linear model）進行次級資料分析以涵蓋國中小階段之討論，探討可能影響國中階段學生學習成就性別差異之因素。
　　研究結果發現如下：一、根據TASA資料分析發現，女學生於國小階段之英語科學習成就顯著優於男學生，而根據TEPS資料分析發現，女學生於國中階段學習成就亦顯著優於男學生；二、根據TEPS資料分析結果，在考慮學生個人層次變項之後，國中學生學習成就與師生性別配對並無太大關聯；三、不同性別學生的偏差行為、學校常規適應、學習投入及教育期望有顯著差異，且學生偏差行為、學校常規適應及教育期望皆會影響其國中階段學習成就；四、本研究考量之變項中，學生個人教育期望及所屬班級教育期望影響學生學習成就最多，其中班級教育期望對學生學習成就的影響又大於學生個人教育期望。
　　根據上述研究結果，本研究也提出對教育實務及未來相關研究之建議以供參考。

　This study mainly focuses on understanding the academic achievement of Taiwanese elementary and junior high school students, also try to find out if there’s “boys’ underachievement” phenomenon here as many developed countries do. To explore gender differences in acamedic achievement among elementary and junior high school students, this study uses data from two sources: Taiwan Educational Panel Survey （TEPS） and Taiwan Assessment of Student Achievement（TASA）. Analysing the data with t-test and hierarchical linear modeling（HLM）.
　　
　　The findings of this study are as followed: First, according to TASA, girls’ achievement in English is significantly better than boys, and according to TEPS, girls’ academic achievement is significantly better than boys’ as well. Secondly, according to TEPS, academic achievement of junior high school students is not related with teacher-student sex matching after considering students’ individual variables. Third, there’re gender differences in deviance behaviors, adaptaion to school regulation, engagement and educational expectation, and these differences could affect students’ academic achievement in their junior high stage. Last, among the considered variables, educational expectation of class and of individual are the most two contributing factors of academic achievement.

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