本研究主要是在探討修習微積分課程學生的「學習投入」、「線上學習行為」與「學業成績」三者間的關聯性，以及探討在線上學習系統中學生的滿意度、自我效能與線上學習行為及學業成績之關係。
本研究根據相關的文獻資料，編製出一份測量學生學習投入、滿意度和自我效能之問卷，並於第二次微積分會考時進行施測，施測對象為中央大學110學年度修習微積分課程的學生，共計485人，此研究以學生填寫之問卷結果及學生在BookRoll線上學習系統的使用紀錄為主要數據，並與學生的學業成績進行統計分析。透過相關性數據分析之研究，再運用 SEM 結構方程模型修正與調整後，統整出學生學習投入、線上學習行為與學業成績之間的相互關係。
研究結果發現學生的學習投入、線上學習行為與學業成績皆呈現正相關。因此，學生的學習投入及線上學習行為皆可當成預測學生學業成績之指標。

This research is mainly to explore the relationship between "learning engagement", "online learning behavior" and "academic performance" of students taking calculus courses, as well as to explore students' satisfaction, self-efficacy and online learning behavior in the online learning system and academic performance.
Based on the relevant literature, this study compiled a questionnaire to measure students' learning engagement, satisfaction and self-efficacy, and conducted the test at the time of the second calculus exam. There are 485 students in total. This study uses the questionnaire results filled out by students and the records of students' use of the BookRoll online learning system as the main data, and statistical analysis is carried out with the students' academic performance. Through the study of correlation data analysis, and then using the SEM structural equation model to correct and adjust, the relationship between students' learning engagement, online learning behavior and academic performance is unified.
The results of the study found that students' learning engagement, online learning behavior and academic performance were all positively correlated. Therefore, students' learning engagement and online learning behavior can be used as indicators to predict students' academic performance.

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