本研究旨在探討努力歸因回饋順序與語文複誦策略的安排，對學生歸因型態、自我效能、成就動機及數學學習技能的影響。本研究以國小五年級數學低成就生90名為受試，男女各半，共分成九組；分別接受不同歸因回饋順序（即連續語文複誦組、部分時間語文複誦組及無語文複誦組）。研究工具包括自編的歸因量表、自我效能量表、成就動機量表及自編數學技能測驗。本研究採用3×3二因子共變數分析及t考驗，以為比較不同回饋順序及語文策略中各組依變項的差異。 本研究結果發現：不同歸因回饋順序的各組，在努力歸因分數、自我效能、成就動機及數學學習技能等項分數上有顯著差異，P<.01。不同語文複誦安排的各組，再努力歸因分數、自我效能、成就動機及數學技能上分數皆有顯著不同。而且歸因型態中，以努力歸因分數及運氣分數此二項不穩定型態分數與自我效能、成就動機及數學技能等分數關係最為密切。由此研究結果支持了歸因回饋與語文策略處理對數學低成就學生學習為具有正向的影響力。

The purpose of this study were to explore how effort-attributional feedback influenced mathematical learning disabled students' selfafficacy, achievement motivation, and mathematical skillful performance and also to investigate how verbalizational training strategy affected these achivement behaviors. Students received training and solved problems over sessions. Students in the first condition verbalized aloud while solving problems, those in the second condition verbalized only during the first half of training (discontinued verbalization), and those in the third condition did not verbalize (no verbalization). All students were periodically monitored and received effort feedback during the first half of training, effort feedback during the second half of training, or no effort feedback. Continuous verbalization led to higher self-efficacy, achievement motivation, skillful mathematical performance than did discontinued and no verbalization; providing effort feedback promoted these achievement behaviors more than not providing feedback did. Effort feedback enhanced effort attributions. The results revealed that effort-attribution feedback and verbalization training treatment led to positive influences with mathematical learning disabled students.