本研究旨在探究國民小學學生數學學習行為與其電腦焦慮、電腦態度之關係，主要研
究目的有三： 1. 瞭解目前國小學生電腦焦慮、電腦態度之現況及其電腦學習困擾所在；
2. 探究國小學生之數學焦慮、數學態度、數學歸因信念、 數學投入動機、數學學業成就
與其電腦焦慮、電腦態度之關係； 3. 建立數學學習行為與國小學生電腦焦慮、電腦態度
可能的理論模式，作為後續研究之參考。為達上述目的，本研究兼採檔案資料分析法及問
卷調查法，而以高雄市、台灣省國小五年級有實施資訊教育課之學校為取樣對象，計抽取
學校 27 所，有效樣本數 1776 位學生。研究工具為「國小學生學習經驗調查表」，包含
「電腦焦慮量表」、「電腦態度量表」、「數學焦慮量表」、「數學態度量表」、「數學
學業歸因信念量表」、「數學投入動機量表」及「數學成就測驗」等七種量表；以ｔ考驗
、變異數分析、關連強度、積差相關、迴歸分析、區別分析及線性結構模式等統計方法，
進行資料分析與驗證假設。 研究主要結論綜合歸納臚列如下：(一 )、目前國小學生的電
腦焦慮感不高，但電腦學習信心態度還有待加強。 (二 )、「家庭結構」及「家庭環境」
變項顯著影響國小學生之電腦焦慮與電腦態度。 (三 )、學生性別、英文經驗對國小學生
電腦焦慮及電腦態度均有顯著的影響；而電腦課任課教師專業性與學校硬體設備對學生電
腦焦慮及電腦態度的影響並不顯著。 (四 )、不同數學焦慮、數學態度、數學歸因信念、
數學投入動機及學業成就之學生，其電腦焦慮、電腦態度均有顯著的不同。 (五 )、個人
變項、數學焦慮、數學態度、數學歸因信念、數學投入動機及數學成就等六大變項對學生
電腦焦慮、電腦態度的預測分析中，以「數學態度」及「個人變項」的預測力較佳。 (六
)、數學焦慮、數學態度、 數學歸因信念、數學投入動機及數學成就等變因可以有效區別
高低電腦焦慮／高低電腦態度二組學生，其區別命中率約為 65% 至 70% 間。 (七 )、數
學學習行為與電腦焦慮／電腦態度間之徑路分析還有待進一步修正與驗證。 (八 )、愈同
意電腦學習與數學能力關係密切者，其數學學學行為較為正向，電腦焦慮較低、電腦態度
也較為積極；此外學生學習電腦最感困擾的是「家裡沒有電腦」根據上述之結論，本研究
提出數點具體建議，作為推展資訊教育或日後研究之參考。

This study was to investigate the relation between math learning behavior
of primary students and their anxiety, attitudes toward computers. To reach
the purpose above, this study adopts both methods of documentary analysis and
questionnaire survey, sampling 1776 students from 27 primary schools in areas
of Kaohsiung city and Taiwan province. This study uses "Questionnaire of
student''''''''s Learning Experience" which consists of seven subscales, including
Computer Anxiety Scale, Computer Attitudes Scale, Math Anxiety Scale, Math
Attitudes Scale, Math Achievements Attribution Belief Scale, Math -Involved
Motivation Scale and Tests on Math Achieveme nts. t-test , ANOVA, strength of
association, product-moment correlation, regression analysis, discriminant
analysis and linear structure model are employed to implement data analysis
and verification hypothesis. Major findings and conclusions of this study are
described as following: (1).For the moment pupils'''''''' anxiety to computers is not
high, but their confidence in attitudes to computer learning needs
reinforcing. (2).Variables in "family structure" and "family environments"
prominently affect pupils'''''''' anxiety and attitudes to computers. (3).Pupils'''''''' sex
and English experience have a remarkable influence on both pupils'''''''' anxiety and
attitudes toward computers; yet computer instructors'''''''' expertise and hardware
facilities in schools do not have a distinguished influence on pupils'''''''' anxiety
and attitudes toward computers. (4).Pupils who differ in anxiety to math,
attitudes to math, attribution belief in math, math-involved motivations and
math achievements differ in their anxiety and attitudes toward computers.
(5).By means of predictive analysis, attitudes in math and individual
variables have better predictive force out of the six main variables,
individual variables, anxiety to math, attitudes to math, math attribution
belief, math-involved motivations and math achievements. (6).Variables in
anxiety and attitudes to math, math attribution belief, math-involved
motivations and math achievements can effectly discriminate the pupils of
high/low anxiety and attitudes to computers, hits rate about 65% ∼ 70%.
(7).Path analysis on math learning behavior, and anxiety and attitudes to
computers need further correction, test and verification. (8).Those who agree
more on close relationship between computer learning and math abilities have
positive math learning behavior, lower anxiety to computers and more active
attitudes to computers; besides pupils have trouble in learning computers
because "they do not have computers at home." Lastly, according to the results
and findings above, nine concrete suggestions are proposed to be references
for developing further information education, and also for people who are
interested in this subject.