This study is to investigate the relationship among mathematics self-efficacy, mathematics achievement, and academic help-seeking among students in grade 7, 8, and 9. The results will shed light on how teachers can encourage students engage in mathematics activities. The study is a survey study, and 407 students participated the study. The t-test, ANOVA, Pearson correlation, and regression analysis are used to analysis the data collected. The study found that (1) there was significant difference found between grade 7 and 9 on academic achievement. Grade 9 students performed better; (2) no significant difference was found among students from 3 grades on mathematics self-efficacy; (3) no significant difference was found among students from 3 grades on academic help-seeking; (4) no significant difference was found in “adaptive help-seeking” and “dependent help-seeking” domains among students from 3 grades, and significant difference was found in “avoidance of help-seeking” between grade 7 and 9; (5) a positive correlation was found between mathematics self-efficacy and mathematics academic achievement, and a slight positive correlation was found between “adaptive help-seeking” and mathematics achievement”, a slight negative correlation was found between “avoidance of help-seeking” and “mathematics 6 achievement”, a slight negative correlation was found between “dependent help-seeking” and “mathematics achievement”; (6) a significant difference was found between genders on mathematics self-efficacy; boys have higher mathematics self-efficacy in average, but no significant difference was found between genders on academic help-seeking. (all 3 categories as a total), and no significant difference was found between genders on “adaptive help-seeking”, “avoidance of help-seeking”, and “dependent help-seeking”, neither. (7) in the regression analysis on mathematics self-efficacy and academic help-seeking, the study found that mathematics self-efficacy can predict 12.8% variance of “adaptive help-seeking”, mathematics self-efficacy can predict 24.5% variance of “dependent help-seeking”, and mathematics self-efficacy can predict 20.5% variance of “avoidance of help-seeking

本研究旨在探討本澳初一、初二、初三的學生在數學自我效能、數學學 業成就與學業求助三者間的相互關係，來有效幫助日後初中學生在數學學習的學 習輔導上該如何提升。 本研究為量性研究，採用自設問卷對受訪者進行統計調查，當中使用 SPSS for Windows 16.0 統計軟件進行各統計分析。各統計分析方法分別有獨立 t 考驗、單因子變異數分析、相關分析及迴歸分析。 本研究的結果分述如下〆 不同年級初中學生在數學學業成就上有顯著差異，初中三年級學生的數學學 業成就顯著高於初中一年級學生。不同年級之初中學生在數學自我效能、數學學 業求助上沒有顯著差異存在。不同年級之初中學生在「適應的尋助」上沒有顯著 差異存在。不同年級的不同年級的初中生在逃避的求助上有顯著差異，初中三年 級學生在「逃避的求助」得分顯著高於初中一年級學生。不同年級之初中學生在 「依賴的尋助」上沒 有顯著差異存在。數學自我效能與數學學業成就有顯著中 度正向相關。適應的求助與數學學業成就有顯著低度正向相關，逃避的求助與數 學學業成就有顯著低度負向相關。依賴的求助與數學學業成就有顯著低度負向相 關。適應的求助與數學自我效能有顯著中度正向相關，逃避的求助與數學自我效 能有顯著低度負向相關。依賴求助與數學自我效能有顯著低度負向相關。男女生 4 之數學學業成就差異稍微。男女生在數學自我效能上具有顯著差異〄男女生數學 學業求助差異稍微。適應的求助、逃避的求助、依賴的求助顯示沒有性別差異。 自我效能預測適應的求助 12.8%的變異量，標準化迴歸係數（β 係數）為正。 數學自我效能預測依賴的求助 24.5%的變異量，標準化迴歸係數（β 係數）為負。 數學自我效能預測逃避的求助 20.5%的變異量，標準化迴歸係數（β 係數）為負。 當中數學學業成就預測能力較強々其中數學學業成就標準化迴歸係數（β 係數） 為正。