本研究旨在探討高中學生的課業學習動機信念，及其課業學習動機調
整策略，進而探討自我效能、成功期望與學習任務價值等三個動機信念與
課業學習動機調整策略之間的相關情形。
本研究採問卷調查法，透過分層比例班級抽樣方式抽取中部地區七縣市之高中、高職學生1,000人為研究樣本。研究工具包括：「課業學習動機調整策略量表」、「自我效能量表」、「成功期望量表」、「學習任務
價值量表」，所得資料以描述統計分析、單因子變異數分析、t考驗、單
因子多變量變異數分析、皮爾森積差相關、典型相關及多元迴歸分析進行
統計分析。
研究結果摘要如下：
一、高中學生廣泛使用多種課業學習動機調整策略以維持學習動機。
二、高中學生具有中等以上的自我效能、成功期望以及學習任務價值。
三、高三學生的學習任務價值與成功期望高於高一、高二學生，而高三
學生的自我效能高於高一學生。
四、高三學生使用更多的課業學習動機調整策略來維持學習動機。
五、高中女生較常使用「精熟興趣提升」以及「學習情境與資源安排」
兩種課業學習動機調整策略。
六、高中男生的自我效能高於高中女生。
七、高中學生的自我效能、成功期望與學習任務價值具有關連性。
八、高自我效能、成功期望、學習任務價值的高中學生較傾向使用「進
取型」的動機調整策略。
九、自我效能愈低的高中學生，愈會使用「保守型」的動機調整策略。
十、學習任務價值最能預測高中學生在學習過程中，使用動機調整策略
以維持學習歷程。
本研究針對上述結果加以討論，並提出各項建議，供實務工作及未來
研究之參考。

The purposes of this study were to investigate the motivational beliefs and academic motivational regulation strategies of senior high school students, and to explore the relationships among self-efficacy, expectancy for success, academic task value, and academic motivational regulation strategies.
1,000 senior high school students in central Taiwan were selected randomly to participate in the study. All the participates completed the Academic Motivational Regulation Strategy Scale, the Self-Efficacy Scale, the Expectancy for Success Scale, and the Academic Task Value Scale. The data was analyzed by applying descriptive statistics, ANOVA, t-test, MANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple-stepwise regression.
The conclusions of the study were summarized as follows:
1.Senior high school students would make use of the
five motivational regulation strategies to maintain their
persistence at academic tasks.
2.Senior high school students have medium-high self-
efficacy, expectancy for success, and academic task value.
3.Grade differences were found in students’ self-efficacy,
expectancy for success, and academic task value.
4.The senior high school students of the third grade would use
more academic motivational regulation strategies among three
grades in the study.
5.Female students were more likely to report that they would
increase their level of motivation by relying on “mastery
goal and intrinsic interest promotion” and “environment
and resource management”.
6.Gender difference in self-efficacy indicated that male
students have higher self-efficacy than female students.
7.Correlations among students’ self-efficacy, expectancy for
success, and academic task value were found significant.
8.The students who had higher self-efficacy, expectancy for
success, and academic task value tend to use “aggressive”
motivational regulation strategies.
9.The lower self-efficacy the senior high school student was,
the more “conservative” self-control regulation strategies
was used.
10.Academic task value was found the best predictor for
students’ motivational beliefs.
Based on the above results, discussions and implications were provided for practice and future research.

第一章 緒論
第一節 研究動機與研究目的………………………… 1
第二節 研究問題………………………………………. 8
第三節 名詞解釋………………………………………. 9
第二章 文獻探討
第一節 課業學習動機調整策略的意義與理論基礎. 12
第二節 課業學習動機調整策略的分類與評量…….. 22
第三節 自我效能與課業學習動機調整策略……….. 31
第四節 成功期望與課業學習動機調整策略……….. 38
第五節 學習任務價值與課業學習動機調整策略…. 45
第三章 研究方法
第一節 研究架構與研究假設……………………….. 57
第二節 研究對象……………………………………… 60
第三節 研究工具……………………………………… 63
第四節 研究流程……………………………………… 79
第五節 資料處理……………………………………… 83
第四章 研究結果與討論
第一節 高中學生課業學習動機調整策略之現況... 86
第二節 高中學生之自我效能、成功期望與學習任務價值的差異分
析…………………….……. 98
第三節 高中學生之自我效能、成功期望、學習任務價值與課業學
習動機調整策略之相關… 108
第五章 研究結論與建議
第一節 研究結論……………………………………… 126
第二節 研究限制……………………………………… 133
第三節 研究建議……………………………………… 134
參考文獻…………………………………………………. 147
附 錄…………………………………………………… 154

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