This research aims at studying the different aspects of the learning attitude of senior primary students in Macao. Further, different family and social factors on learning attitude will also be investigated. Finally, the relation between learning attitude and academic achievement will be examined. The sample includes 420 primary four to six students in two schools in Macao. Measuring Instruments include Socio-Economic Status Scale for Macao, Learning Attitude Measuring Scale, a short opinion questionnaire on learning attitude and school academic reports. The main observations of this research are: 1. Students' perception on the degree of like to learn is significantly related to their learning attitude. 2. Students' perception on their own academic achievement is significantly related to their learning attitude. 3. The influence of social and economic status of the interviewees on learning attitude is not very significant. However, parents' concern on their study and their overall learning attitude are obviously highly correlated. 4. The first 8 most important categories learning attitude as perceived by respondents in order are: Learning Method, Learning Desire, Learning environment, Techniques for examination, Prepare for examination, Learning Process, Learning habit and Learning Plan. 5. Learning Process is the most contributive categories learning attitude of the interviewees. 6. Sexual difference has a considerable influence on the overall learning attitude of the students. Moreover, the learning attitude of the girl is better than that of the boys. 7. The overall learning attitude of the primary four is better than that of the primary five and six. 8. The overall learning attitude and their academic achievements are inter-related.

本研究主要目的在於了解現時澳門高小學生在學習態度各方面的現況，以及探討個人及社會因素如何影響學習態度，並且分析學習態度與學業成就之間的關係。 本研究以澳門兩所小學420名小四至小六年級的小學生作爲研究樣本，測量工具 包括:「個人基本資料」問卷(梁成安，2004)、「學習態度測驗」量表(賴保禎修訂，1994)、「整體學習意見」問卷和成績表。收集到的資料首先以信度分析(Reliability Analysis)對測量工具進行可靠性之檢驗，再以皮爾遜積差相關係數(Pearson Product-Moment Correlation Coefficiet)、T-考驗(T-test)及單因子變異數分析(One-way ANOVA)等統計方法進行資料處理。本研究的主要發現如下: 一. 學生喜愛學習的程度與學習態度之間的相關程度是非常顯著的。 二. 學生對自己學業成績方面的觀感與學習態度之間的相關程度是非常顯著的。 三. 社經地位對受訪者的學習態度不會造成太大的影響。但是，父母親對他們在學習上的關心程度卻與他們的整體學習態度呈現非常顯著的相關程度。 四. 受訪者對學習態度內八個項目之重視程度，由高至低排列為: 學習方法、學習欲望、學習環境、考試技巧、準備考試、學習過程、學習習慣和學習計劃。 五. 「學習過程」是對澳門高小學生整體學習態度貢獻最大的項目。 六. 性別與整體學習態度之間存有一定的相互關係。而且是女生的學習態度比男生好。 七. 整體學習態度都是小四年級的學生較小五和小六年級的學生為佳。 八. 整體學習態度與學業成就是會互相影響的。