本研究之主要目的在於分析不同性別與年級之國中與國小學生在數學焦慮與數學態度上的差異情形，探討影響國中與國小學生數學焦慮與數學態度之重要變項，並考驗「數學焦慮量表」與「數學態度量表」之建構效度。 本研究以14班共673位國中與國小學生為研究對象，經施以「一般焦慮量表」、「數學焦慮量表」、「數學態度量表」、「重要他人數學態度量表」，並加以統計分析後，獲致下列各項重要發現： 一、經排除一般焦慮之作用後，不同年級中小學生之數學焦慮與數學態度有顯著差異存在。國中一、三年級學生之數學焦慮顯著的高於國小五、六年級學生，數學態度低於國小五、六年級學生。在性別方面，女生的數學焦慮高於男生，數學態度男女生則無顯著不同。 二、國小六年級學生之父親數學態度、母親數學態度與教師教學態度比其他年級之學生為高。 三、高教學焦慮之學生其數學成就顯著的低於低數學焦慮之學立。另一方面，高數學態度之學生其數學成就顯著的高於低數學態度之學生。 四、教學態度、中小學別、一般焦慮、數學焦慮等變項對國中、小學生之數學成就具有顯著預測作用。此外，本研究之架構，經徑路分析後，多數徑路係數具有顯著性。 五、經因素分析後，「數學焦慮量表」共獲得五個因素，「數學態度量表」共獲得六個因素。

The purposes of this study were to analyze the differences of mathematics anxiey and mathematics attitudes between junior high and primary schools' students, explore the main factors influencing students' mathematics anxiety, mathematics attitudes, and mathematics performance, and examine the construct validity of Mathematics Anxiety Scale and Mathematics Attitudes Scale. Subjects, consisting of 673 students belonging to 14 classrooms of junior high and primary schools, were evaluated by General Anxiey Scale, Mathematics Anxiety Scale, and Mathematics Attitudes Scales. The major findings of the study were mentioned as follows: 1. There were significant differences of mathematics anxiety and mathematics attitudes of students depending on grades. 2. Sixth grade students revealed highest scores of father's, mother's and teachers' mathematics attitudes. 3. Students of high mathematics anxiety got lower T scores of mathematics performance than those of low mathematics anxiety, whereas those who had more positive mathematics attitudes got better T scores of mathematics performance. 4. Variables of mathematics attitudes, schools, general anxiety, and mathematics anxiety were the better predictors to explan students' mathematics per formance. Moreover, most variables in the theoretical model of the study had causal relations tested by path analysis. 5. Five factors existed in Mathematics Anxiety Scale, while six factors were got in Mathematics Attitudes Scale.