本研究的目的有三：一為探討「回饋方式」與「目標設定」二因子之間是否有交互作用效果存在；二為比較學生自訂目標與教師指定目標間，學生在數學作業表現或是數學測試焦慮分數上的差異；三為分析學生自訂目標中，不同預測能力的學生在數學作業表現或是數學測試焦慮分數上的差異。本研究的受試來自台北市、台北縣六所國小261名五年級學生，使用的工具有數學乘除法測驗及數學測試焦慮量表。資料分析則採用二因子變異數分析、單因子變異數分析及t考驗統計法加以分析。結果發現：1.回饋方式與目標設定間，學生在數學作業表現上有交互作用存在，在數學測試焦慮分數上亦有交互作用存在。2.在有回饋的情形下，學生自訂目標與敎師指定目標間，其學生在數學作業表現或是在數學測試焦慮分數上均無顯著差異存在。3.學生自訂目標中，預測正確組與預測不正確組學生在數學作業表現上有差異存在，在數學測試焦慮分數上無差異存在。4.學生自訂目標中，高估組與低估組學生在數學作業表現上有差異存在，在數學測試焦慮分數上無差異存在。

The purposes of this study were: (1) to explore whether there were interactions between "Feedback" and "Goal-setting" on both students' mathematical performance and test anxiety; (2) to compare the differences of students' mathematical performance and test anxiety between students' self-set goals and teacher-assigned goals; (3) to compare the differences of students' mathematical performance and test anxiety between students of different predicting abilities. Two hundred and sixty-one 5th-grade subjects were sampled from six elemntary schools in Taipei City. The data were collected using Mathematics Multiplication & Division Test and Mathematics Test Anxiety Scale, and were analyzed by one-way ANOVA, two-way ANOVA, and t-test. The major findings were as follows: (1) There were significant interactions between Feedback and Goal-setting in both students' mathematical performance and test anxiety; (2) No significant differences were found in mathematical performance and test anxiety between the student self-set goal condition and the teacher-assigned goal condition when feedback was presented; (3) There were significant differences in students' mathematical performace between correct-predicting students' and incorrect-predicting students, but no difference was found in students' test anxiety between the two groups of students; (4) High-estimating students and low estimating students showed significant differences in mathematical performance, but no difference in test anxiety.