本研究旨在探討國小學童之數學課室目標結構、家庭教養方式、學習投入與數學學業成就之關係。本研究採用問卷調查法，以台中市公立國民小學五年級學童為研究對象，抽取24所國小，45個班級，有效樣本共1089人。研究工具包括「數學課室目標結構量表」、「家庭教養方式量表」及「學習投入量表」。研究的結果發現：(1)不同性別之國小五年級學童的數學課室目標結構、家庭教養方式與學習投入有顯著差異；在數學學業成就上則無明顯的差異。(2)數學課室目標結構、父母親教養方式、學習投入與數學學業成就呈顯著相關。(3)數學課室目標結構能夠顯著預測學習投入及數學學業成就；家庭教養方式亦能顯著預測學習投入和數學學業成就；學習投入也能顯著預測數學學業成就。（4）行為投入分別在趨向精熟課室目標結構/父母精熟目標與數學學業成就之間具有中介效果。本研究最後根據研究結果提出各項建議，以供教師教學、父母對子女學習輔導及未來研究之參考。

The purpose of this research was to explore the relations of mathematics classroom goal structure, family parenting, learning engagement and mathematics achievement to the students at elementary school. The samples of the research were the 5th graders of elementary school in Taichung City,
collected from 24 elementary schools, 45 classes, altogether 1089 students. The instruments used in the study included Mathematics Classroom Goal Structures Scale, Family Parenting Scale and Learning Engagement Scale. The follows were the main results of the research: (1) Gender had significant
differences on mathematics classroom goal structure, family parenting, andlearning engagement, but no significant difference on mathematics achievement. (2) There were significant correlations among mathematics classroom goal structure, family parenting, learning engagement, and mathematics achievement. (3) Mathematics classroom goal structure could significantly predict lenring engagement and mathematics achievement; Family parenting could also significantly predict lenring engagement
and mathematics achievement; And learning engagement could significantly predict mathematics achievement. (4) Behaivoral engagement played mediator roles between approach-mastery goal structure/parenting with mstery goal and mathematics achievement, respectively. Based on the finding in this research, suggestions for elementary school implications,parental practices and further studies were proposed.