ABSTRACT Math is the main content of primary school students' curriculum, and it is also a key subject affecting their study performance. Therefore, math achievement and its influencing factors have always been concerned by researchers. Sufficient research can be found concerning the factors affecting math performance in the world, such as intelligence level, math anxiety, attention, math learning strategies, working memory and arithmetical cognitive strategies. Developed on the previous research, this paper aims to further explore the impacts of executive function, math anxiety, math interest and math self-concept on math achievement, and to propose corresponding education suggestions based on the research findings. This research targeted at 127 fourth-grade primary school students in Zhuhai. The first data collection covered their teachers and parents while the average age of the student were 8.5 years old. The second data collection covered the students one year later. This research adopted the research instruments of Behavior Rating Inventory of Executive Function (BRIEF), math anxiety questionnaire, math interest questionnaire, self-concept questionnaire and math computation. For the data analysis, the research conducted the correlation analysis and multiple stepwise regressions to explore the relations among executive function, math anxiety, math interest, math self-concept and algorithmic computation. Finally, the following results were obtained: (1) Each dimension of the execution function was significantly related to math achievement. Both the shifting in the teacher questionnaire and working memory in the parent questionnaire could predict math performance in regression analysis; (2) Math anxiety was negatively correlated with math achievement; (3) there was a positive correlation between math interest and math achievement; (4) Math self-concept could predict students' math achievement. To conclude, this research carried out study on the influence factors regarding the math achievement, and manifested empirical guidance to improve the math performance of primary school students. Key Words: executive function, math anxiety, math interest, math self-concept, computation

摘要 數學是小學生學習的主要內容，也是影響他們學習成績的重要課題。因此，數學成就及其影響因素一直收到研究者的關注。世界各國關於影響數學表現的因素，包括智力水平、數學焦慮、注意力、數學學習策略、工作記憶和算術認知策略等方面的研究很多。基於以往研究成果，本文的目的是結合執行功能、數學焦慮、數學興趣和數學自我概念，探討他們對數學成績的作用和影響，並根據研究成果提出相應的教育建議，以幫助小學生提高自身數學成績。 本研究的研究對象為127名珠海小學生，首次數據收集由父母和老師完成。首次測試時學生平均年齡為8.5歲，第二次數據收集為一年後由學生本人完成。研究使用執行功能的行為評級量表（BRIEF）、數學焦慮問卷、數學興趣問卷、自我概念問卷和數學計算測試參與者。采用相關性分析和回歸分析來研究執行功能、數學焦慮、數學興趣、數學自我概念和數學成績之間的關系。本研究結果顯示：（1）執行功能各個維度都與數學成績顯著相關。在執行功能與數學成績的回歸分析中，教師問卷中的抑制功能能夠預測數學成績，父母問卷中的工作記憶對數學成績有預測作用。（2）數學焦慮與數學成績呈顯著負相關。（3）數學興趣與數學成績呈顯著正相關。（4）數學自我概念對數學成績有正向的預測作用。本研究對影響數學成績的相關因子進行了研究，對小學生數學成績提高有實踐指導意義。 關鍵詞：執行功能、數學焦慮、數學興趣、數學成績