大學生工讀已成為大學生活的一部分，大一新生亦同，每年約有三成新生投入職場打工，打工與否及不同工時、不同性別、弱勢別及家庭背景因素等是否會影響其學業成就，這些都是許多高等教育工作者關注的議題。本研究以臺灣北部一所科技大學2017學年入學之新生為研究對象，並以描述性分析、卡方檢定、T檢定、ANOVA、複迴歸及邏輯斯迴歸等方法，以校務研究的實證方式，探討上述問題。研究發現，是否工讀及不同工讀時數，於不同性別、弱勢別及不同家庭背景上，對大一新生在學業表現上皆具差異性影響。另外，在大一英文能力表現上，沒有工讀的學生顯著優於有工讀的學生，一般生顯著優於弱勢學生，女生顯著優於男生。

Having a part-time job has become a norm for college students, which can start early in freshman years. Each year, about 30% of the first-year college students take on a part-time job. Whether a student works while studying and how long the job takes are factors that can affect his/her academic performance, along with long-concerned issues such as gender and socioeconomic status. To address these questions, we conducted a study based on freshman students enrolled in 2017 at a science and technology university in northern Taiwan. Using an institutional research (IR) approach, we performed descriptive analysis and quantitative analysis (chi-square tests, t-test, ANOVA, multiple regression and logistic regression) to evaluate the influence of the aforementioned factors on academic attainment of these students. The results showed that having a part-time job and different working hours lead to a difference in the overall academic performance among students with different genders, different levels of economic vulnerability or family background. Specifically for English classes, students without a part-time job performed significantly better than those working part-time, non-economically disadvantaged students performed significantly better than those at an economic disadvantage, and female students performed significantly better than male students.