配合新南向政策，政府將於107學年度在中小學實施新移民語文教育，它包括東南亞七個國家的語言將於中小學納入課程。究竟這項政策實施對於學生學習表現有助益嗎？本研究運用從基隆市建立的資料庫資料，分析國中生在家常用的語言，其中包括常用新移民語對於學習成就與幸福感的影響。獲得結論是：（一）在家常用國語的學生比起常用新移民語的學生在英語、數學、藝術與人文的學習成就明顯高，而在家常說閩南語及客家語與在家常說新移民語沒有明顯差異。（二）學生在家不管常說新移民語、國語、閩南話或客家語對於自然、健體、綜合活動、平均成就與幸福感的預測力差異沒有明顯差異。（三）學生自律學習、SES與自我教育期望對七個學習領域與平均成就有正面助益。（四）國中生的自律學習對於學生正向情緒、生活滿意、自我滿意、心理健康及幸福感是重要的預測因素。學生在家常說語言類型對幸福感沒有明顯差異。

In line with the New Southbound Policy, the government will implement New Residents Language Education in the 107th academic year. The languages of seven countries in Southeast Asia will be included in the curriculum of primary and secondary schools. Is this policy helpful for the students’ academic achievement? The data collected in Keelung City and used in this study were from the database established by the author. This study investigated the languages the junior high school students usually speak at home and also analyzed the effects of these languages on the academic achievement and well-being of these students. The results included the following: 1. It was found that frequent users of Mandarin at home significantly outperform those who frequently speak new residents’ language at home in their achievement in English, Mathematics, Arts and Humanities. However, no significant difference was found between students speaking new residents’ languages, Taiwanese, and Hakka. 2. No significant difference was found between the predictive power of the different languages that students usually speak at home on the students’ achievement in Science and Technology, Health and Physical Education, and Integrative Activities; their average achievement; and their well-being. 3. Students’ self-regulated learning, socioeconomic status, and educational self-expectation were found to have a significant, positive impacts on their performance in the seven major learning areas and their general achievement. 4. The students’ self-regulated learning was found to be a good predictor for their positive emotions, satisfaction with life, self-satisfaction, mental health, and well-being. Nevertheless, no significant difference was found between the types of language that the students usually speak at home and their well-being.