低社經地位的國中生學習表現一直以來受到忽略。本研究分析低社經地位國中生之家長教育期望與英語學習成就，並提出英文學習動機、學術自我效能、家長參與及師生互動關係為中介變項納入分析。研究資料取自張芳全（2013）的國中生學習調查資料庫之低社經地位家庭七年級生247名樣本，運用結構方程式進行模式檢定。獲得結論如下：家長教育期望對於四個中介變項為正向顯著影響，而英文學習動機是影響英語學習成就的重要因素，同時家長教育期望對於英語學習成就有正向顯著影響。學生的英文學習動機在家長教育期望與英語學習成就之間具有中介效果，然而學術自我效能、家長參與及師生互動關係則否。

The academic performance of junior high school students with low socioeconomic status has been ignored. This study examined the relationship between parental educational expectations and English learning achievement on low social-economic-status (SES) family through analyzing the seventh graders’ data from the Chang’s (2013) junior high school students’ study database. It identified four mediator variables, that is, English learning motivation, academic self-efficacy, parental involvement, and the interaction of teacher-students that were likely to correlate with English learning achievement of seventh graders. There were 247 samples in the study, and it employed the Structural Equation Modeling (SEM) to analyze. The parental education expectations were found to have significant positively effects on four mediator variables. English learning motivation impacted on English learning achievement, and the other mediator variables were not significant. Parental education expectations were found to have the beneficial effect on English learning achievement. The result also found that English learning motivation mediated the relationship between parental education expectations and achievement, however, academic self-efficacy, parental involvement, and the interaction of teacher- students were not.