本研究主要目的在探討空間工作記憶廣度、認知風格、自我調整學習與數學成就間之相關。研究以新竹市國小五年級188位學生為研究樣本，研究工具為空間工作記憶廣度作業、藏圖測驗HFT、自我調整學習量表及數學成就測驗。所得之結果以描述性統計、相關分析、迴歸分析等統計方法加以說明。
根據資料分析結果，本研究主要發現如下：
一、空間工作記憶廣度、認知風格與自我調整學習皆與數學學習成就有相關，且能
有效預測數學學習成就分數。
二、認知風格與空間工作記憶廣度相關，意即藏圖測驗上表現佳之受試者在空間工
作記憶廣度作業表現越好。認知風格傾向場地獨立型之受試者其工作記憶廣度
越高。

The main purpose of this study was to investigate and analyze the relationship between working memory spatial-span, cognitive style, self-regulated learning and mathematics learning achievement. This study used 188 students in the fifth grade of Hsinchu City as a research sample. The research tools were spatial-span task, Hidden Figure Test (HFT), Learning Process Inventory（LPI）and mathematics achievement test. The results illustrated with statistical methods such as descriptive statistics, correlation analysis, and regression analysis.

In accordance with the information to analyze the results, the findings of this study were as follows:

1. Working memory spatial-span, cognitive style, self-regulated learning and mathematics learning achievement were significantly positive correlation. Mathematics learning achievement could be effectively predicted by working memory spatial-span, cognitive style and self-regulated learning.
2. Cognitive style and working memory spatial-span was significantly positive correlation. The level of cognitive style was higher, then the working memory spatial-span was higher. Subject whose cognitive styles tend to be field-independent, the level of working memory spatial-span was higher.

第一章緒論----------------------------------------------1
第一節 研究背景---------------------------------------1
第二節 研究目的與待答問題-----------------------------4
第三節 名詞解釋---------------------------------------5
第四節 研究範圍與限制---------------------------------7
第二章文獻探討------------------------------------------9
第一節 工作記憶---------------------------------------9
第二節 認知風格--------------------------------------19
第三節 自我調整學習----------------------------------27
第三章研究方法-----------------------------------------40
第一節 研究架構與假設--------------------------------40
第二節 研究對象--------------------------------------41
第三節 研究工具--------------------------------------41
第四節 資料處理與分析--------------------------------47
第四章資料分析與解釋-----------------------------------50
第一節 各項測驗表現狀況分析--------------------------50
第二節 變項間之相關分析------------------------------54
第三節 變項間之迴歸分析------------------------------56
第五章結論---------------------------------------------61
第一節 研究發現--------------------------------------61
第二節 建議------------------------------------------63
參考文獻-----------------------------------------------66
一、中文部分-----------------------------------------66
二、英文部分-----------------------------------------69
附錄---------------------------------------------------77
附錄一 藏圖測驗--------------------------------------77
附錄二 自我調整學習量表------------------------------83

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