本研究在了解澎湖縣馬公國中九年級生的家庭背景與英語自律學習對英語學習成就的影響。研究中以馬公國中九年級385位學生為研究對象，並以期中考成績做為英語學習成就。獲得以下結論：（一）馬公國中九年級生英語自律學習情形良好，以學習動機、後設認知與目標設定較佳，時間管理略低。（二）馬公國中九年級女生英語自律學習與英語學習成就均高於男生。（三）馬公國中九年級生家庭社經地位愈高，英語自律學習與英語學習成就愈好。（四）馬公國中九年級生英語自律學習愈佳，英語學習成就愈高；英語自律學習在背景變項和英語學習成就之間具部分中介效果。

This study aims to explore the relationships between the students’ self-regulated learning and their English learning achievement. This study also investigated the influences of learner background variables on English self-regulated learning and English learning achievement, and the influences of English self-regulated learning on English learning achievement. The participants were 385 ninth graders of Magong Junior High School in Penghu County. The grades of the school exam were adopted as their English learning achievement. The results are as follows: (1) The ninth graders of Magong Junior High School regulated their English learning well. The scores of motivation, metacognition and goal-setting were higher than time management. (2) The female ninth graders regulated their English learning better than the males. The female ninth graders’ English learning achievement was higher than the males’. (3) The ninth graders with high level socioeconomic status regulated their English learning better and had better English learning achievement. (4) The higher the ninth graders’ English self-regulated learning, the higher the English learning achievement they got, and English self-regulated learning partially mediated between student’s background variables and English learning achievement.