The objectives of this study is to investigate the effects of student background, social economic status and family resources towards academic competence of students in Macau, and making suggestions and references for government policies, teaching methods and parental education. Further, results can be used by primary and secondary schools for their reference in deciding their directions, visions and missions. Data in this study was freely downloaded from the PISA ( Programme for International Student Assessment ) project under the administration of OECD ( Organization for Economic Co-operation and Development ). Most age 15 students in Macau were participated in a test of their competence together with questionnaires on their background, parents’ social economic status and family resources. The analysis was targeted students who are 15 years old. And the following statistical results were conducted with data from the internet: 1. Higher the students’ grade, higher the academic achievement they can get; The implication for this finding shows that students who have failed to go up to the next grade may have inferior performance; 2. Parental education and occupations have positive effects on academic competences; 3. Boys have higher competences in “mathematics” than girls. Instead girls have higher competences in “reading”; 4. Students born in Macau have higher academic competences than others who are not; 5. The second generations of the first wave immigrants have better academic achievement than their predecessor; v 6. Students with more family resources ( books, calculators, computers, dictionaries, internet connections, desk, educational software, poetry etc. ) will have higher academic competences. As a result, the family resources variable has stronger effect on students’ academic achievement than the other social economic status variables. Recommendations and follow up research works are suggested accordingly.

本研究旨在探討澳門學生背景、社經地位和家庭資源對學業成就影響研 究。本研究的主要目的有二：( 1 ) 瞭解澳門學生背景、社經地位和家庭資源分 別對學業成就的影響；( 2 ) 經結果分析後，在日後可提供作為政府的教育政策、 教師的教學及親職教育之參考，也可讓各學校更清楚明白學生背景、社經地位 和家庭資源對學業成就影響之情況，而配合辦學方針及目標之推行。 本研究的研究方法是採用由經濟合作暨發展組織 ( Organization for Economic Co-operation and Development，簡稱 OECD ) 計劃的 PISA ( Programme for International Student Assessment ) 評估測試，抽測參與計劃學校的 15 歲學 生，施予統一的測試，然後，以 OECD 公佈的網上自由分享數據，學生在測試 中所得的分數及調查問卷的數據，而進行統計分析，再根據研究結果，提出了 結論及具體建議，作為日後教育發展之參考。 本研究是以 15 歲為基準，有以下主要的發現，包括： 1. 學生所就讀的年級越高，學業成就越高；同時亦說明了學生留級對學業成就 有影響； 2. 父母親之學歷、職業越高，學生的學業成就越高； 3. 男生在“數學素養”之能力比女生好；而女生“閱讀素養”之能力則比男生好； 4. 在澳門出生比其他地區出生之學生，他們的學業成就較高； 5. 屬於第二代移民之學生，其學業成就比第一代移民之學生較高； iii 6. 學生擁有書籍、計算機、電腦、字典、聯接互聯網、書桌、教育性軟件等等 的家庭資源，他們的學業成就相對較高；而這些家庭資源對學習成就的影 響，比其他社經及背景變項要強。 研究員根據上述之研究結果，對教育及未來研究提出建議。