本研究旨在瞭解大學弱勢生之學業學習情形，並探討不同身份別、入學管道、性別與獲得不同經濟協助弱勢生之學業學習情形是否存有差異。採用校務資料庫分析，以國內一所大學101學年度入學學生為研究對象，追蹤其連續四年八個學期（101學年度上學期至104學年度下學期）之學業學習相關數據（包括總平均成績、班級排名百分比值、缺課預警紀錄、期中二一預警紀錄、期末二一紀錄與退學紀錄）。研究結果發現弱勢生學業學習情形有退步之現象，且缺課、期中考不及格與退學情形高於一般生。不同身份別弱勢生中，清寒低收入組與身心障礙組弱勢生學業表現優於原住民籍生。不同入學管道弱勢生中，繁星推薦入學之弱勢生學習情形優於考試分發入學與個人申請入學者。不同性別弱勢生中，女性弱勢生的學業表現優於男性弱勢生。最後，獲得經濟協助之弱勢生表現優於未獲經濟協助者，獲得清寒獎助弱勢生之學業表現優於獲得學費抵免與助學貸款者。

The purposes of the study are to explore the academic learning conditions of disadvantaged students in higher education, and to analyze their learning conditions based on different backgrounds. The study used institutional database analysis as the research method. The institutional data of the disadvantaged students who were enrolled in the fall of 2011 at one private university in Taiwan were used as the data analysis sources. The data regarding learning of these students were collected from the fall term of 2011 to the fall term of 2013 to analyze their academic learning conditions. The results showed that the academic learning conditions of disadvantaged students has declined, and the absenteeism rate, mid-term exam fail rate, and drop-out rate was higher than the non-disadvantaged students. In different identity backgrounds, the learning conditions of aborigine students were worse than those of the disabled students or the students who came from poor or disabled families. The disadvantaged students who were recommended by the Star projects to enter university had better learning performances than students who used other university entrance policies. Female disadvantaged students had better learning performances than male disadvantaged students. Finally, the learning performance of the students who received financial support were better than those students who did not receive any financial support. The students who received a poverty scholarship had better academic performance than those students who received tuition waivers and student loans.