本研究目的在於運用PLS方法（partial least squares）探討某私立科技大學進修部學生課業學習成就感的層次性影響因素。本研究以分層取樣法，蒐集412份有效問卷，分析結果發現（1）內層影響：進修動機與自我效能對於學習成就感有正向直接的影響；（2）中層影響：課業壓力會負向影響進修動機，人際壓力會負向影響自我效能，兩者均會間接負向的影響學習成就感，而進修部學生面臨經濟壓力時，若足以承擔，會坦然面對，以正面態度激勵進修動機，且間接正向的影響學習成就感；（3）外層影響：師長鼓勵、家庭支持與同儕支持對於進修動力均有助益，且對於學習成就感的提昇均有顯著的全體效果。上述研究結果可提供教育輔導之參考，有助於協助學生處理進修壓力的問題，順利完成學業。

The purpose of this study is to explore the hierarchical influencing factors of the sense of learning achievement for extensive education division university students by using the Partial Least Squares method. This study used the stratified sampling method to collect 412 valid samples. we found that (1) Inner impact: Learning motivation and self-efficacy have direct positive effect on the sense of learning achievement. (2) Intermediate impact: The academic stress has a negative impact on learning motivation, while interpersonal stress has a negative impact on self-efficacy. However, if the students can load completely the economic stress, they can face it confidently. By the positive attitude they inspire the learning motivation. All of the three factors influence the sense of learning achievement. (3) Outer impact: The encouragement of teachers, the family's supports, and the peer supports may enhance students' learning power, which can improve the sense of learning achievement. The results can be adopted to help the university students of extensive education division on how to face their life stresses and complete their education successfully.