本研究旨在探討國小六年級學生寫作知識、寫作態度與寫作表現之現況和關係，並驗證實徵資料與此關係結構模式的適配度。
本研究主要採取調查研究法，隨機抽取苗栗縣12 所公立國民小學六年級386 位學生，進行問卷調查，回收有效資料共325 份。研究工具為研究者自編的「寫作知識量表」、「寫作態度量表」與「寫作表現評分表」，寫作知識和寫作態度係以學生在寫作知識量表和寫作態度量表上的得分而言，而學生的寫作表現係指，學生在寫作測驗中完成一篇作文，經兩位具有.8 以上評分者信度的專家根據寫作評分量表加以審閱後，所獲得的分數。之後運用SPSS 及AMOS 統計套裝軟體，進行平均數、獨立樣本 t 考驗、單因子變異數分析考驗、積差相關考驗、多元迴歸分析和結構方程模式等統計方法進行資料處
理。最後依據資料分析與討論的結果，本研究結論計有八項：
一、國小學生的寫作知識屬於中等程度、寫作態度屬於中等程度、寫作表現屬於中等程度。
二、不同背景變項（性別、國語成就、地區、閱讀習慣、寫作才藝班）之學生在寫作知識、寫作態度與寫作表現上大部分有顯著差異，其中以「性別」、「閱讀習慣」兩個背景變項分別在寫作知識、寫作態度與寫作表現的差異最為明顯。
三、國小學生寫作知識、寫作態度與寫作表現有顯著正相關。
四、國小學生的寫作知識可以有效預測寫作表現，其中以計畫知識的解釋力最大。
五、國小學生寫作知識對寫作態度具有正向的影響關係。
六、國小學生寫作知識對寫作表現具有正向的影響關係。
七、國小學生寫作態度會影響寫作表現。
八、此研究的實徵資料確證寫作知識、寫作態度與寫作表現三者構成的關係結構模式。

The purposes of this study were to explore elementary school students’ writing knowledge, writing attitude and writing performance as well as the relationships between
these variables and to test the fitness of the empirical data in the structural model. Valid data about writing knowledge and writing attitude were collected from a random sample of 325 sixth graders in Miaoli County by a questionnaire survey. Students were also required to
produce a piece of writing on which their writing performance was determined by two recognized reliable evaluators on a rating scale. Data analyses including descriptive analysis,
independent t-test, one-way ANOVA, Pearson's correlation, multiple regressions, and
structural equation modeling were proceeded using SPSS 18.0 version for Windows and
AMOS 16.0 version. According to the results of data analysis and discussion, 8 conclusions
were made as follows:
1. Elementary school students in Miaoli County were at medium level in writing knowledge,
writing attitude and writing performance.
2. Among the background variables of gender, semesterly Chinese achievement, district,
reading habit, writing cram school attendance, greater significant difference was found in
writing knowledge, writing attitude and writing performance by gender and reading habit.
3. Elementary school students’ writing knowledge and writing attitude both had a significant
positive correlation to their writing performance.
4. Elementary school students’ writing performance could be well predicted by their writing
knowledge, of which planning knowledge was concluded to be the main cause of the
prediction.
5. Elementary school students’ writing knowledge could positively affect their writing
attitude.
6. Elementary school students’ writing knowledge could positively affect their writing
performance.
7. Elementary school students’ writing attitude could more or less affect their writing
performance.
8. This study confirmed the fitness of the empirical data in the structural model of writing
knowledge, writing attitude and writing performance.

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