現有研究以高中生探討數學學習表現因素相當缺乏。在108《十二年國民基本教育課程綱要總綱》實施之後，以素養為導向學習方式對學生有很大挑戰。因而與高中生數學素養表現有關因素值得探究。本研究透過自編問卷及數學素養測驗，蒐集新北市一所國立高中高一303名學生資料，探討與他們在數學素養有關因素。研究中控制學生背景因素，探究學生家庭社經地位透過自我教育期望與數學學習動機對數學素養的影響。獲得結論如下：一、高中生的家庭社經地位、補習數學時間對自我教育期望有正向顯著影響，家庭社經地位對於數學學習動機沒有明顯影響，但是男生數學學習動機明顯高於女生。二、學生性別與補習數學時間對數學素養明顯影響，男生數學素養明顯高於女生，且自我教育期望與數學學習動機愈高，數學素養表現愈好。三、高中生數學學習動機與自我教育期望在中介模式的整體間接效果不明顯，然而自我教育期望具有部分中介效果，數學學習動機沒有中介效果，同時自我教育期望間接效果沒有明顯高於學習動機間接效果。本研究貢獻在於探討高中生數學素養的重要因素發現，家庭社經地位透過自我教育期望影響數學素養，而數學學習動機取代了家庭社經地位對數學素養的重要性；學校及師生除了應注意學生自我教育期望之外，更應瞭解高中生數學學習動機與數學素養的關聯性， 提出因應策略。

Existing studies were quite lacking in exploring the factors of mathematics learning performance with high school students. After the108 “Curriculum Guidelines of 12-Year Basic Education-General Guidelines” was implemented in Taiwan, the literacy-oriented learning approach has been a great challenge for students. The factors related to the performance of high school students’ mathematical literacy were worth exploring. In this study, 303 high school students from a national high school in New Taipei City collected data through self-compiled questionnaires and mathematical literacy tests to explore factors related to mathematical literacy. The research controlled students’ background factors, and explored the influence of students’ family socioeconomic status on mathematics literacy through self-education and mathematics learning motivation. The conclusions obtained were as follows: 1. The family socioeconomic status of high school students and the time of tutoring mathematics had a positively significant impact on self-education expectations. Family socioeconomic status had no significant effect on the motivation of mathematics learning, but the motivation of boys in mathematics learning was significantly higher than that of girls; 2. The gender of students and the time of tutoring mathematics had a significant impact on mathematics literacy. Boys’ math literacy was significantly higher than that of girls. The higher the self-education expectation and the motivation of math learning, the better the math literacy performance. 3. The overall indirect effect of the high school students’ math learning motivation and self-education expectation in the mediated model was not obviously, however, self-education expectations had a partial mediating effect, while mathematics learning motivation did not. At the same time, the indirect effects of self-education expectations were not significantly higher than the indirect effects of learning motivation. The contributions of this research was to explore the important factors of high school students’ mathematics literacy. Findings that family socioeconomic status affected mathematics literacy through self-education expectations, while not through mathematics learning motivation, and mathematics learning motivation replaced the influence of family socioeconomic status on mathematics literacy. Schools, teachers and students should pay attention to students’ self-education expectations. In addition, it was necessary to understand the relationship between high school students’ mathematics learning motivation and mathematical literacy and propose corresponding strategies.