本研究從學生學習歷程之經驗探究其數理學習認同架構，建構其涵蓋高端及低端特徵之向度與內涵。研究對象為臺北市國中數理績優班學生15人、數理學困班學生14人及任課教師，研究方法為非參與觀察與個別深度訪談。研究發現，數理學習認同向度有三：動力主從性、投入有效性與知識連結性。動力主從性之內涵為「學習抱負」與「學習責任」；投入有效性之內涵為「訊息處理」、「成效檢討」與「回應困境」；知識連結性內涵為「知識意義化」與「知識應考化」。

This research explores junior high school students’ math and science learning identity which is formed through their experience of learning process. Research purposes are to construct dimensions and content covering the salience of high and low achievement students. Research subjects are fifteen high and fourteen low achievements in math and science of junior high school students and their teachers. Research methods are individual indepth interview and non-participative observation. There are three dimensions in math and science learning identity: motivation activeness, engagement effectiveness and knowledge context. The contents of motivation activeness are learning achievement and responsibility; of engagement effectiveness are informationprocessing, reviewing the effectiveness and response to diffi culty; and of knowledge context are knowledge connecting to meaning and to tests.