本研究以數學相關學系大學生為樣本，探討性別特質認同、主觀課業價值與數學測驗表現之現況，並建構三者間的影響路徑。結果顯示：男生比女生在性別特質認同、主觀課業價值與數學測驗表現的得分更高。而對理智果斷認同程度愈高的男性或女性，皆具有較高的數學學習內在動機，且愈認同學習數學可以改善未來生涯，具有實質助益。但有九成以上的女生對家庭導向特質並不認同。在男性樣本，理智果斷乃透過內在動機與效用性的中介，間接影響數學測驗表現，但家庭導向對數學測驗表現有直接的負向效果。在女性樣本，理智果斷僅透過效用性的中介，間接影響數學測驗表現，然而，家庭導向對數學測驗表現並無顯著效果。據此，提出教育實務應用與後續研究建議。

mathematics learning. In addition, these participants also believed in the notion that learning mathematics leads to a better career, which in turn will give them substantial gains in the future. However, almost around 90% of the female participants did not agree with family-oriented traits. With regards to the male participants, subjective task value acted as a mediator between the intrinsic motivation for mathematics learning and usefulness, which also indicated indirect effects on the mathematics test performance. Furthermore, family-oriented traits had indirect negative effects on mathematics test performance. For the female participants, subjective task value through usefulness had indirect effects on mathematics test performance. More specifically, family-oriented traits seem to show non-significant effects on mathematics test performance. According to the findings, some suggestions for future applications and researches were proposed based on the discussion of this study.