本研究旨在探討使用注意力評估APP了解國小兒童注意力與學業學習之相關性，在不同的性別、不同的年級與不同的身分之變項中，是否與注意力表現及學業學習表現有差異性。研究參與者為苗栗縣國小學童，採立意取樣的方式共有124名受試者，分別位屬山線、海線、市區的學校共3間國小；研究工具為注意力評估APP，主要的觀測的表現向度為聽覺注意力、視覺注意力及衝動表現，實行方式為利用注意力評估APP，透過隨機的視覺刺激及聽覺刺激，讓受測者於規定時間內持續的辨識指定刺激做適當反應；數據的統計分析則採用量化研究中的描述性統計、MANOVA多變量變異數分析、皮爾森相關、零階相關分析及淨相關的方式進行，找出在不同性別、年級及身分與持續性注意力表現、衝動表現及學業學表現的差異程度；並使用皮爾森相關分析與淨相關迴歸分析的方式，釐清國小學童在持續性注意力、衝動表現與學業學習表現的相關程度。
研究結果分為四點說明:
一、男性與女性國小學童對於注意力表現及學業表現無顯著差異。
二、不同年級的國小學童對於注意力表現及學業表現有部分達顯著差異，其中在持續性注意力的表現部分，高年級表現最佳，衝動表現則無年級間的差異。
三、在普通學生與特殊學生的身分中，持續性注意力及衝動表現與學業表現之間具有交互之相關性，特別在持續性注意力的向度中，普通學生的表現顯著優於特殊學生。
四、注意力程度與學業測量成績的部分向度之間達顯著相關，在持續性注意力的向度中與學業的精熟表現有相關性；而學力成績的表現則與他項注意力向度皆無相關，推論為測驗對象中包含特殊生與普通生，年級由低至高分布較廣泛，平均數值的分布較為離散，影響數值之間的相關程度。

Purpose of this study was to investigate the relationships between attention and academic learning in elementary school students with attention assessment App. In addtion, we want to prove if there is significant differences between genders, grades and whether special education assistance required. A cross-sectional, descriptive correlational study was conducted with a purposive sampling of 124 elementary school students in Miaoli county. There are three elementary schools in the mountainous area, coastal area, and urban area.
Data were collected with attention assessment App designed by Hsieh(2020).Data was analyzed with IBM SPSS statistical software version 22.0, The method of implementation is to use the attention evaluation APP, through random visual stimuli and auditory stimuli, to allow the subject to continuously identify the designated stimulus and respond appropriately within a specified time.The statistical analysis of the data uses descriptive statistics and MANOVA in quantitative research Multivariate analysis of variance, Pearson correlation, zero-order correlation analysis and net correlation methods.
The reserch result represented that there were no significant differences on genders. There were partial significant differences on grades. In the sustained attention, the grade five and six had the best performance, and there was no significant difference on impulse control among grades. There was an interactive correlation between sustained attention and impulse control and academic learning between normal students and the ones with special educational needs.The former performed better than the latter. Last, there was partial significant correlation between attention and academic learning. There was a correlation between sustained attention and mastery performance. However, academic performance has no correlation with other attention dimensions. The inference was the subject, which caused the statistical dispersion of the average and affected the correlation between the values.

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