本研究透過潛在成長模式，對數學低成就學生學習組型的發展進行分析，並透過交叉延宕效果模型，探討能力知覺、考試焦慮及自我調整三個學習組型變項與低成就之間的因果關係。資料來自於2,102位七、八年級學生在三個時間點的測量。研究結果顯示，低成就學生與成就型學生能力知覺與使用自我調整策略的差距愈來愈大，考試焦慮的差距卻愈來愈小，意謂低成就學生逐漸呈現出一種習得無助的學習組型。能力知覺與自我調整策略各自與數學低成就呈現顯著的交互影響關係，然而，在完整的交叉延宕模型中，七年級自我調整對低成就影響的部分會暫時消失，但在一個學期過後卻又出現，此結果可能與過渡期的影響有關。

This study investigated the development of learning patterns of underachievers in mathematics through latent growth model, and examined the causal effects of perceived competence, test anxiety and self-regulation through cross-lagged model. Three waves of data was obtained from 2,102 7th-8th grade students. The results showed that the discrepancies of perceived competence and self-regulation between achievers and underachievers getting larger, but of test anxiety getting smaller, implied the pattern of learned helplessness of underachievers. The perceived competence and self-regulation showed reciprocal effects on underachievement of mathematics, respectively. The effect of self-regulation on underachievers disappeared at the beginning of 7th grade, but reappears the next semester. This may result from transition period between elementary and junior high school.