本研究之主要目的在於探討國小兒童自我調節學習與情感因素對於數學成就的影 響，及其與其他重要變項的關聯。 本研究的受試者共有 897 人，係隨機自中部地區 11 所 小學中抽取 21 班學生為受試者，其中男生 438 人，女生 459 人， 五年級學生 573 人， 六年級學生 324 人。 本研究所使用的評量工具，主要有基本資料與家庭社經水準調查表、 學生評定自我調節學習調查表、教師評定自我調節學習量表、瑞文氏非文字推理測驗、數學 焦慮量表、數學態度量表、重要他人數學態度量表與數學成就調查表。本研究調查與實驗研 究所獲得的資料經統計分析後，主要有下列的發現：一、五年級學生在自我調節學習評量之 總分及自我監控與規劃、自我增強與堅持、尋求協助與支持三個因素的得分上較六年級為高 ，高社經水準學生在自我調節學習評量總分上亦較低社經水準學生為高。不同性別與年級之 學生在教師評定之自我調節學習評量上並無顯著差異。二、女生之數學焦慮顯著高於男生， 低社經水準學生之數學焦慮亦顯著高於高社經水準之學生。三、男生、五年級與高社經水準 之學生在數學態度之評量上，顯著的高於相對組別之學生。四、性別與兩項自我調節學習分 數並無顯著相關，年級與自評自我調節學習總分有顯著相關，但與教師評定之自我調節學習 並無顯著關係。智力與父親、母親、教師三種重要他人數學態度與二種自我調節學習評量有 顯著相關。五、性別、社經水準與數學焦慮呈現顯著負相關。年級、社經水準與數學態度呈 現顯著正相關。六、教師數學態度、母親數學態度、年級對學生自評自我調節學習具顯著預 測作用。智力、母親數學態度、社經水準與性別則對教師評定之自我調節學習具顯著預測作 用。七、教師數學態度、智力、性別與母親數學態度對於數學焦慮具顯著預測作用。而母親 數學態度、教師數學態度、父親數學態度與智力則對數學態度具顯著預測作用。八、自評與 教師評定之自我調節學習均為高分組者其數學成就較高；高數學焦慮與低數學態度組別之學 生其數學成就較差。九、本研究假設的各重要變項徑路關係中，多數具顯著徑路因果關聯。 智力、教師評定自我調節學習、數學焦慮、母親數學態度、性別與數學態度六個變項對數學 成就具顯著預測作用。

　　　　　The main purposes of this study were to explore the effects of self- regulated learning and affective factors on mathematics achievement of primary school students, their relationships with background factors. Subjects, 897 primary students, of Study One were readomly selected from 11 primary schools in the middle of Taiwan. They belonged to 21 classes, including 438 boys and 459 girls. The instruments used in the study are Background and Social Economic Status lnventory, Self-Regulated Learning Scale (Students' Self-Report) , Self-Regulated Learning Scale (Teachers' Form), Raven's Standard Progressive Matrices Test, Mathematics Anxiety Scale, Attitudes towards Mathematics Scale, Attitudes towards Mathematics Scale of Significant Others, and Mathematics Achievement lnventory. The main results of the study are presented as follows: 1. The self-regulated learning scores of 5th grade students are better than 6th grade students. Also, self-regulated learning scores of students who are higher SES are more than those of lower SES. W. Girls' mathematics anxiety are higher than boys, whereas students who are lower SES have higher mathematics anxiety. 3. Those who are boys, 5th grade and higher SES students have better mathematics attitudes than their counterparts. 4. There is no significant relations between sex and self-regulated learning. But, there is significant relations between grade and self-regulated learning. Variables of IQ, fathers', mothers' and teachers' attitudes towards math are significantllyl correlated to scores of self-regulated learning. 5. Variables of sex and SES have negative relationships with math anxiety, while variables of grade and SES have positive relationships with math attitudes. 6. Teachers' math attitudes and mothers' math attitudes, grade can significantly predict the variable of students' self-regulated learning, Meanwhile, variables of IQ, mothers' math attitudes, SES, and sex are well predictors for self-regulated learning evaluated by teachers. 7. Teachers' math attitudes, IQ, sex and mothers' attitudes significantly predict the variables of math anxiety, whereas mothers' math attitudes, teachers; math attitudes, fathers' math attitudes and IQ are well predictors for the variables of math attitudes of students. 8. Subjectst who have higher scores of self-regulated learning get higer math performance, while subjects who have lower math anxiety and higher math attitudes get better math achievement. 9. Most path coefficients of path model show meaningful of Study One. Variables of IQ, self-regulated learning evaluated by teachers, math anxiety, mothers' math attitudes, sex, math attitudes are well predictors for students' math performance.