摘要：The Diagnostic Questionnaire of Junior High School Students’ Mathematical Learning Strategies was developed with high reliability and validity. This questionnaire was utilized to survey 872 students. It was found that: (a) the mastery of students’ mathematical learning strategies was not ideal, (b) low performing school students grasped mathematical learning strategies poorly especially in grade 7 and the inadequate mastery of metacognitive strategies led to low mathematical achievements in low performing schools, (c) girls owned better metacognitive strategies and help-seeking strategies than boys, (d) metacognitive strategies and specific cognitive strategies were good predictors of mathematical performance.
关键词：Junior high school students;mathematics;mathematical learning strategies;status;characteristics
