本研究主要目的，在於了解國小高年級原住民與漢民族學生的課業習得無助感情況，分析不同族別的學生其無助感程度和相關因素的差異情形，並探討課業無助感和雙親接受/拒絕行為、兒童憂鬱程度的關係，進而提出具體建議，作為學校教育和家庭教育之參考。為達成上述目的，本研究是以文獻探討和量表施測的方式進行。首先透過相關文獻的分析，瞭解兒童習得無助感的內涵，擬訂研究的架構，編擬「兒童課業歸因形態量表」，並輔以「雙親接受/拒絕行為量表」、「兒童憂鬱量表」，以隨機取樣的方式抽取台北縣十所國民小學。有效樣本數，原住民學生為230人，漢民族學生為227人，合計457人；蒐集的資料利用次數分配、t檢定、積差相關、雙因子單變項變異數分析、雙因子多變項變異數分析等方式加以統計分析。本研究的主要結論如下： 一、 原/漢學生在三個量表總分的差異：
1漢民族學生在課業上習得無助感程度高於原住民學生
2漢民族學生整體而言，感覺到母親拒絕行為的程度高於原住民學生
二、課業歸因和雙親接受/拒接行為關係上：
1原住民學生的課業歸因與雙親接受/拒絕行為有顯著的正相關
2漢民族學生的課業歸因與雙親接受/拒絕行為有顯著的正相關
3顯示知覺母親較多拒絕行為會讓兒童在課業歸因看法上有無助感的傾向
三、 課業歸因和兒童憂鬱關係上：
1原住民學生的課業歸因與兒童憂鬱程度有顯著的負相關
2漢民族學生的課業歸因與兒童憂鬱程度有顯著的負相關
3顯示憂鬱程度高的兒童其課業習得無助感程度並不高，課業上的習得無助感運用在憂鬱上
有待進一步的探討

The responses of 230 indigenous and 227 nonindigenous upper-elementary students were compared in this study. The theoretical frameworks of Learned Helplessness were utilized in this study. This study also explored the interrelationships between perceived parental rejection, children depression, and other key variables linked with children academic learned helplessness. This study is a survey research ; all of the students were asked to complete ”Children's Academic Attributional Style Inventory”, "Chlidn's Depression Inventory " and ”Child Version of the Parental Acceptance/Rejection Inventory”. The data obtained were analyzed by frequency distribution, t-test, two-way ANOVA, two-way MANOVA and Product-moment correlation.
Results indicated that perceived parental rejection and children depression showed significant correlations with children's academic learned helplessness. The nonindigenous children show a significantly greater tendency toward academic learned helplessness and children depression than the indigenous ones.
Based on the results, some implications are discussed in this study.