本研究旨在探討桃園市國中生學習動機、學業成就與幸福感之關聯性,並探討不同背景變項的國中生對學習動機、學業成就與幸福感之影響。 本研究採用問卷調查方式,進行資料的蒐集。調查問卷內容分為「學生基本資料」、「學習動機」、「學生學業成就」、「學生幸福感」等四部分,以桃園國中學生為研究對象,進行隨機抽樣,共發出352份問卷,有效問卷345份,無效問卷5份,有效問卷回收率為98%。資料分析採敘述性統計分析、信度與效度分析、Pearson積差相關分析、單因子變異數分析、迴歸分析等統計方法。 研究結果發現包括:1.桃園市國中生學習動機、學業成就與幸福感現況屬中上程度。2.學習時間對學習動機、學業成就與幸福感達顯著差異。3.學習動機對學業成就有顯著正相關,且學習動機對學業成就具有正向預測力。4.學習動機對幸福感有顯著正相關,且學習動機對幸福感具有正向預測力。5.國中學生的學業成就對幸福感具有正向預測力。6.國中學生的幸福感對學習動機具有正向預測力。此研究結果俾供教育相關機構參考,以建構有效的教學方法。
This study aimed to explore the relationship between junior high school students’ learning motivation, academic achievement and well-being in Taoyuan city. Through questionnaires, this article presents an empirical study on the Taoyuan’s junior high school, issued a total of 352 questionnaires and 345 valid questionnaires, the response rate was 98%. The results indicate that: 1. The average score of the junior high school students’ learning motivation , academic achievement and well-being in Taoyuan city is in the above average. 2. There are significant differences among learning motivation, academic achievement and well-being. 3. There is significant positive relationship between learning motivation and academic achievement. The regression analysis indicated that learning motivation predicted academic achievement. 4. There is significant positive relationship between learning motivation and well-being. The regression analyses indicated that learning motivation predicted well-being. 5. The various regression analyses indicated that academic achievement predicted well-being. 6. The various regression analyses indicated that well-being predicted learning motivation. The findings of this research provided more insights of the importance of junior high school students’ learning motivation to their academic achievement, and eventually, their well-being. The aforementioned findings are worthy of reference of the educational authorities and educational institutions, in order to build effective teaching control method, also available for follow-up issues related to ongoing research reference.