本研究旨在探討非認知技能內涵對國中生學習成就是否有影響，為了解非認知技能內涵在台灣脈絡中的情形，採用台灣教育長期追蹤資料庫（Taiwan Education Panel Survey, TEPS）進行次級資料分析，經結構方程模式（structural equation model, SEM）之驗證性因素分析（confirmatory factor analysis, CFA）與潛在變項路徑分析（path analysis with latent variable, PA-LV），討論非認知技能的測量結構與對學習成就的潛在路徑影響。研究結果發現：一、非認知技能概念具有「遵守規範」、「勤勉進取」和「通情達理」三個面向；二、非認知技能獨立於人口統計變項；三、非認知技能僅「遵守規範」和「勤勉進取」對國中生學習成就有正向影響。依據上述研究結果，本研究一併提出對教育實務及未來相關研究建議以供參考。

The purpose of this study is to investigate whether the non-cognitive skills contents ex¬plain the difference in junior high school students' academic achievement. To under¬stand the content of non-cognitive skills in Taiwan, this study uses confirmatory fac¬tor analysis (CFA) and path analysis with latent variable (PA-LV) of structural equation model (SEM) to analyze the data from Taiwan Education Panel Survey (TEPS). Major results of the study are followed: First, the content of non-cognitive skills include "Rule Obeying", "Industry and Effort" and "Reasoning" dimensions. Second, the non-cognitive skills are independent of demographic statistics variables. Third, only "Rule Obeying" and "Industry and Effort" factors have the significant positive effect on junior high school students' academic achievement. According to aforementioned results, some suggestions are proposed to educational practices and further researches for reference.

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