本研究旨在探討自我調整學習之計算流暢性課程對不同能力水準國小四年級學童計算流暢性、數學態度及自我調整學習能力的影響，並進一步了解不同能力水準的學童在歸因、自我紀錄及自我滿意度的差異。單一組前測後測實驗設計，方便取樣苗栗縣頭份市及新竹市香山區各兩所小學的兩班四年級學童為研究對象，實驗組之高能力學童21人、低能力學童25人，共46人。另外，以參照組之高能力學童22人、低能力學童19人作為實驗組四年級計算測驗的參照對象。實驗組實施11週的自我調整學習之計算流暢性課程，每週兩節課，共770分鐘。實驗介入包括目標設定、計算錯誤題型講解、自我調整小組討論等，約每5至6堂課循環一次，共進行三次自我調整學習。參照組不進行任何實驗介入。最後，以數學態度問卷、基礎計算評量及四年級計算測驗檢視高、低能力學生的進步情形。以自我調整微觀分析檢視實驗組學童的歸因、自我紀錄、滿意度。資料處理方面，量化資料以二因子重複量數變異數分析及二因子變異數分析進行考驗；質性資料以百分比、總數及描述性統計量比較兩組的差異。本研究結果如下：
一、 實驗組在四年級計算流暢性表現顯著高於參照組，但高、低能力與實驗、參照組在四年級計算流暢性無交互作用。
二、 實驗組之低能力學童在基礎計算流暢性的進步分數顯著高於高能力學童。
三、 實驗組學童的數學自信及數學興趣皆有正向影響，高能力及低能力學童在數學自信及數學興趣的進步幅度皆無顯著差異。
四、 實驗組學童經實驗後，第二次歸因多將學業成敗歸因為內在不穩定因素，高能力及低能力學童在不同週計算流暢性練習的學習參與程度更好，且低成就學童自我紀錄的正向效果較好。
五、 實驗組學童的計算流暢性小考表現更好，但兩次的自我滿意度無顯著進步，高能力及低能力學童在計算流暢性小考進步幅度無顯著差異。
實驗結果顯示實驗介入對實驗組學童的計算流暢性、數學態度有進步且學習參與程度越積極，在第三次的學業成敗歸因為內在不穩定因素。對低能力學生的自我紀錄及基礎計算流暢性的效果較好。最後，研究者根據研究結果提對自我調整學習之計算流暢性教學提出建議。

This study examined the effect of arithmetic fluency program in self-regulated learning on arithmetic fluency, attitudes toward math and the use of self-regulated learning strategies of students of different math abilities’, and to investigate the difference between students in different ability groups in terns of attribution, self-recording, and self-satisfaction.The one-group pretest-posttest design method was used in this study. Based on convenience sampling, the participants were comprised of 46 fourth-grade students (25 low ability students and 21 high ability students) in the experimental group from four different classes. The reference group consisted of 41 fourth-grade students (19 low ability students and 22 high ability students), comparing experimental group with reference group by fourth grade arithmetic assessment. The instructional activities took 11 weeks, two lessons every week, 770 minutes in total. Instructional activities included goal setting, working out miscalculation, self-regulated learning group discussion. Instructional activities were repeated every five or six lessons. There were three self-regulated learning cycles in total. This training was applied to experimental group students, while there was no training delivered to reference group students. Measures included basic arithmetic assessment, fourth grade arithmetic assessment, attitudes toward mathematics scale, arithmetic fluency test, SRL microanalytic protocols. Quantitative data were analyzed using descriptive statistics, two-way repeated measure ANOVA, and two-way ANOVA. The results of this study showed that:
1. The experimental group had higher scores on fourth grade arithmetic assessment than the reference group. High ability and Low ablility were no interaction with experimental group and reference group on fourth grade arithmetic assessment.
2. Within the experiment group students of low math abilities had better progress score on basic arithmetic fluency than students of high math abilities.
3. The mathematical interest and mathematical confidence of both high and low ability students in experimental group had positive effect on pre-test. However, the two groups showed no significant difference in the progress score of mathematical interest and mathematical confidence.
4. The experimental group made effort attribution for success and failure, and more engagement with arithmetic fluency practices in third SRL cycle than second SRL cycle. Low ability students had a good effect on self-recording.
5. The experimental group had higher arithmetic fluency test score, but high ability students’ and low ability students’ progress score and self-satisfaction had no significant difference.
The experimental results show that Instructional activities enhanced the experimental groups’ arithmetic fluency, attitude toward mathematic and learning engagement. The attribution of experimental group was an internal and unstable factor on third SRL cycle. Moreover, low ability students had a better self-recording and basic arithmetic fluency. Finally, according to experimental findings, the instructional implications were suggested.

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