本研究旨在了解親子溝通頻率對中學生數學學習行為的影響，以及學習焦慮在兩者之間的中介效果。研究方法採用PISA 2022的測驗中台灣、日本及韓國的數據進行次級資料分析。為了探討變項之間的關係，資料分析運用主要有單因子變異數分析、簡單迴歸分析與中介分析等。研究結果如下：
一、親子溝通頻率在不同地區間具有顯著差異，韓國學生的親子溝通頻率最為頻繁，家庭成員間關係緊密，日本的頻率較低，學生保有更多個人空間，台灣學生則介於兩者之間。
二、數學學習行為在不同地區間具有顯著差異，日本學生整體在行為表現上最積極，韓國學生次之，台灣則表現偏低，但三個地區學生在課堂提問與求助行為上皆表現消極。
三、學習焦慮在不同地區間具有顯著差異，韓國學生的焦慮反應最為強烈，而日本學生與台灣學生的情緒反應則無明顯差異，然而三個地區同時在執行數學任務時，皆感受到較高的焦慮。
四、學習焦慮對數學學習行為有正向關聯，學習焦慮較高的學生，其數學學習行為的積極度也會提升。
五、缺課次數與學習焦慮有非線性關係，不曾缺課的學生顯著高於有缺課經驗學生，惟缺課達五次以上者之焦慮水準又顯著高於缺課次數較少者。
六、親子溝通頻率對數學學習行為有正向相關及預測力。
七、學習焦慮在親子溝通頻率對數學學習行為間，具有有部分中介效果。
本研究建議教師應建立親師合作，提升學生在數學學習中的正向行為表現，同時關注學生的情緒變化，協助學生調節學習過程中的焦慮，從阻力轉化為助力；此外，本研究建議家長與子女保持穩定的互動，成為子女學習的支持力量。

This study aims to examine the influence of parent-child communication frequency on middle school students’ mathematics learning behavior, with a focus on the mediating role of learning anxiety. Secondary data analysis was conducted using data from Taiwan, Japan, and South Korea in the PISA 2022 assessment. To explore the relationships among the variables, data analysis methods included one-way ANOVA, simple regression analysis, and mediation analysis. The main findings are as follows:
1.Parent-child communication frequency differed significantly across regions. Korean students reported the highest frequency of communication, reflecting close familial relationships; Japanese students reported the lowest, indicating greater personal space; Taiwanese students fell in between.
2.Mathematics learning behavior also showed significant regional differences. Japanese students demonstrated the most active learning behavior overall, followed by Korean students, while Taiwanese students were less engaged. However, across all three regions, students were generally passive in behaviors such as asking questions or seeking help in class.
3.Significant differences in learning anxiety were found among regions. Korean students exhibited the highest levels of anxiety, while Japanese and Taiwanese students showed no significant difference in emotional responses. Nonetheless, students in all three regions experienced heightened anxiety during mathematics-related tasks.
4.Learning anxiety was positively associated with mathematics learning behavior. Students with higher levels of anxiety demonstrated greater engagement in mathematics learning activities.
5.A non-linear relationship was found between absenteeism and learning anxiety. Students who had never been absent exhibited significantly higher anxiety than those with some absence experience. However, students with five or more absences again showed significantly higher anxiety compared to those with fewer absences.
6.Parent-child communication frequency was positively correlated with and predictive of mathematics learning behavior.
7.Learning anxiety partially mediated the relationship between parent-child communication frequency and mathematics learning behavior.
This study recommends that teachers foster parent-teacher collaboration to enhance students’positive learning behaviors in mathematics while remaining attentive to students’emotional well-being. Supporting students in regulating anxiety can help transform stress into motivation. Furthermore, parents are encouraged to maintain stable and supportive interactions with their children, serving as a key resource in their learning journey.

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