本研究以 Fredrickson（1998）的拓展建構觀點與 Pekrun（1992）學業情緒觀點為基礎，探討國中生數學的正負面情緒、數學的學習策略、數學學習成就之間的影響效果，以結構方程模式方法，分析所蒐集的觀察資料與模式的適配度。本研究以北桃園 7 個鄉鎮之國民中學為取樣來源，研究工具為數學學業情緒量表、數學學習策略量表和數學第一次與第二次段考成績。研究結果發現：（1）受試者的負面情緒高於正面情緒，氣憤的平均數最高，愉悅的平均數最低；數學學習策略中專心經營平均數最高，時間安排的最低。（2）數學學業情緒負向影響數學學業成就。（3）數學學業情緒直接正向影響數學學習策略。（4）負向的數學學業情緒，雖與數學學業成就是負相關，但當以數學學習策略為中介變項時，產生直接正向影響數學學業成就的變化，而這是最重要的發現。根據這些主要研究發現，研究者對相關議題與未來研究提出可行建議。

Based on the broaden-and-build theory developed by Fredrickson and the theory of achievement emotions proposed by Pekrun, the present study attempted to construct a structural equation model of a causal relationship among junior high students’ mathematics achievement emotions, mathematics learning strategies, and mathematics academic achievement. The participants were 310 eighth-graders from seven junior high schools in the northern Taoyuan County. The result showed that there is a significantly negative effect of mathematic achievement emotions on mathematic academic performance, but there is a significantly positive and direct effect of mathematic achievement emotions on mathematics learning strategies. The result also revealed that with mathematics learning strategies functioning as a mediator variable, mathematics academic emotions significantly and positively affect academic achievement in mathematics. Implications for theory, instructional intervention and future research were discussed in the end.

數學學業情緒、數學學習策略、數學學業成就

mathematics achievement emotions, mathematics learning strategy, mathematics academic achievement