本研究旨在探討國中學生在數學科之自我效能、求助態度與課業求助行為之間的關係。主要之研究目的為：瞭解國中學生課業求助行為的現況；探討不同背景變項、學業成就的國中學生在課業求助行為上的差異情形；探討國中學生之背景變項、學業成就、自我效能、求助態度對課業求助行為的預測作用。 本研究採問卷調查法，以中部地區苗栗縣、臺中縣、臺中市、彰化縣、南投縣、及雲林縣等六縣市國中生為研究對象，先以分層隨機等量取樣抽出12所學校，再以叢集抽樣抽得36個班級共1335名學生為樣本。調查工具包括「國中學生自我效能量表」、「國中學生求助態度量表」及「國中學生課業求助行為量表」。所得資料採用描述統計分析、單因子多變項變異數分析、單因子變異數分析及逐步多元迴歸等方法進行統計分析。本研究所獲得之結論如下： 一、國中學生具有正向、積極的課業求助行為。 二、國中學生的課業求助行為，因性別、年級、及學業成就的不同而有差異。 三、國中學生的背景變項、自我效能、及求助態度對課業求助行為具有預測力。

The purpose of this study was to explore the relationships among self-efficacy, attitudes toward help-seeking. and academic help-seeking behaviors in Math in the junior high school students. A total of 1335 students, selected from the middle area of Taiwan, responded to a set of instructments including the Self-Efficacy Scale, the Attitudes toward Help-Seeking Scale, and the Academic Help-Seeking Behaviors Scale. The descriptive statistics, one-way MANOVA, one-way ANOVA, and stepwise multiple regression were the statistical methods used to analyze data. The conclusions of this study were summarized as follows: 1. Students' academic help-seeking behaviors were positive. 2. Students' academic help-seeking behaviors in math learning were affected significantly by gender, grade level, and math achievement. 3. Gender, grade level, self-efficacy, and attitudes toward help-seeking were significant predicators for students' academic help-seeking behaviors in math learning.