本研究目的在探討認知發展、學習環境與國中學生數理科學業成就之關係。以國中二年級248名學生為對象，每人均接受皮亞傑認知發展測驗、學習環境量表（LEI）以及數理科成就測驗等三項測驗。結果發現認知發展與數理科成績之相關（.67〜.73）達.01顯著水準，愈是形式操作期的學生，其數理科學業成就愈高。學習環境與數理科成績之相關只在十五個分量表中的滿意度、環境、與民主性等三個量表上達.05顯著水準。這些相關雖顯著，但都偏低（-.14〜-.21）。本研究並建立數理科學業成就之迴歸模式，以認知發展，學習環境、性別等三個預測變項，預測數理科學業成就。結果發現不論對數學、化學，物理或三科總成積的預測，認知發展均為最主要的預測變項。

張春興等 教育心理學（修正版），台北；文景書局，民63年。
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