中文摘要
本研究的主要目的有三：（一）探討並統整相關的學習模式與理論，建構知情意整合的國中生數學學習歷程模式；（二）以實徵性資料評估知情意整合的國中生數學學習歷程模式之品質；（三）歸納結論，以做為教師教學與輔導之參考。
為達成上述的研究目的，本研究首先提出一個包含情感/動機、意志控制、學習策略、學習表現四個潛在變項之知情意整合的國中生數學學習歷程初始模式，以台北縣、台北市、桃園縣、台中縣、彰化縣、高雄市、宜蘭縣、花蓮縣等地區的國中二年級學生，共468人為研究參與者，使用『數學學習情感/動機量表』、『數學學習意志控制量表』、『數學學習策略量表』、『數學學習表現量表』等工具，蒐集實徵資料。蒐集得的資料先以PRELES 2.50版統計套裝軟體進行多變項常態分配假設的考驗，再使用LISREL 8.50版統計套裝軟體，以一般加權最小平方法（generally weighted least-squares, WLS）進行模式的參數估計。結果發現，初始模式無法合理解釋地國中生數學學習歷程，在統計上亦不合理。因此，本研究再進行模式的修改，並重新對修改後的模式進行參數估計。修改後，知情意整合的國中生數學學習歷程模式（簡稱知情意模式）評估的結果發現，此模式能有效地用來說明實際資料。然而，知情意模式產出的過程經過修改，未來應再以其他的觀察資料進行本模式的檢驗，以探討本模式通則化的可能性。
綜合而論，本研究提出的知情意模式可以用來說明國中生數學學習的歷程。這顯示，國中生數學學習歷程涉及情感/動機、意志控制、學習策略、學習表現等成份，為了協助國中生有效地學習數學，應該同時考慮這些成份。

Abstract
The purposes of this research are to: 1) explore and integrate relevant learning models and theories, and construct the Cognitive-affective-volitional Integrated Model of Mathematical Learning Process for Junior High School Students, 2) evaluate the quality of the aforementioned model with empirical data, 3) come to a conclusion for junior high school teachers to refer to when they do their teaching and counseling work.
In the first place, the researcher proposed the initial model, which included the latent variables of affection/motivation, volition control, learning strategies, and learning performance. The research was applied to 468 second-graders in junior high school for the researcher to collect empirical data. The researcher first tested of the acquired data the hypothesis of multivariate normality distribution with PRELES 2.50, and then estimated the parameters of the model by means of generally weighted least-squares (WLS) with LISREL 8.50. The result showed that the initial model could not give a good account of the mathematical learning process for junior high school students, and the statistic results did not seem reasonable, either. Therefore, the researcher revised the model, and evaluated the parameters of the revised model. After revision, the evaluation results showed that the Cognitive-affective-volitional Integrated Model of Mathematical Learning Process for Junior High School Students (the cognitive-affective-volitional model, for short) could effectively explain the data. Though the process of model generating, however, has been revised, the model should be tested with other observation data in future, to see if the model could further be generalized.
All in all, the cognitive-affective-volitional model presented in this research can be applied to explain the process of learning mathematics for junior high school students. This indicates that variables of affection/motivation, volition control, learning strategies, and learning performance are all involved in the mathematical learning process for junior high school students. These elements should all be taken into consideration to help junior high school students to learn mathematics effectively.

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