本研究探討COVID-19疫情對一所國小三至六年級學生（N=320~360）數學學習興趣、自信與焦慮的影響，並聚焦於受疫情衝擊的109學年度入學學生（當時為四、五年級）其心理狀態的發展差異。研究採量化問卷調查法，於113年 進行兩次測量，收集學生對數學興趣、自信及焦慮的數據。資料分析方法包含描述統計、共變數分析（ANCOVA）及獨立樣本t檢定。研究結果顯示： 1. 整體而言，數學學習興趣與自信隨年級增長呈顯著下降趨勢，數學學習焦慮則在第二次測量時呈現顯著隨年級增長而上升的趨勢。 2. 共變數分析顯示，在控制了期初狀態後，不同學年學生的心理變化軌跡存在差異：在數學學習興趣上，發現顯著的交互作用 (p = .017)，指出109學年學生的興趣發展模式與其他學年學生不同，穩定性較低。在數學學習自信上，不同學年的變化軌跡亦呈顯著差異 (p = .032)；然而，在數學學習焦慮上，各學年間的變化幅度則無顯著差異 (p = .383)。 3. t檢定亦顯示109學年學生在四年級時興趣與自信分數顯著低於110學年學生在四年級時的興趣與自信分數。 4. 相關分析顯示，數學學習興趣與自信整體呈顯著正相關，而兩者與數學學習焦慮則整體呈顯著負相關。 本研究結論指出，COVID-19疫情經歷與國小學生數學心理的特定變化存在關聯，其影響具動態性與特定性，尤其體現在對109學年學生興趣發展穩定性的衝擊上。 ;This study investigates the longitudinal impact of the COVID-19 pandemic on the math learning psychology (interest, confidence, anxiety) of elementary students, focusing on the 109th academic year cohort. Using a two-wave survey (N=222), Analysis of Covariance (ANCOVA) was employed to compare the change trajectories of different cohorts after controlling for their initial states. ANCOVA revealed specific impacts: a significant interaction effect for math interest (p = .017) indicated the 109th cohort′s interest development was less stable. While a significant difference in confidence trajectories was found among cohorts (p = .032), no such difference was observed for anxiety (p = .383). T-tests further confirmed the 109th cohort′s significantly lower interest and confidence in fourth grade compared to the 110th cohort. In conclusion, the pandemic′s impact on the 109th cohort was not merely a reduction in interest or confidence, but a more profound disruption to the stability of their interest development. This highlights the need for educational interventions focused on rebuilding both stability and confidence for students with similar experiences. Keywords: COVID-19, 109th academic year cohort, math learning interest, math learning confidence, math learning anxiety, analysis of covariance
