本研究旨在探討六堆地區客語能力認證考試者的學習動機與學習成效評估之關係。研究採用問卷調查方式,以研究者自編之「客語能力認證學習動機與學習成效評估調查問卷」為研究工具,以六堆地區曾經報考客語能力認證考試之居民為調查母群體,採用立意抽樣方式發放問卷至積極推動客語或相關文化活動的單位,以當中的工作人員、志工或學員為施測樣本,共發出450份問卷,回收431份,有效問卷423份,有效問卷佔總發出問卷的94%,並以描述統計、t考驗、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸分析法進行資料處理,研究結果如下: 一、客語能力認證考試者之學習動機屬於中上程度,且會因不同的年齡、學歷以及已通過的認證而有所差異。 二、客語能力認證考試者之學習成效評估屬於中等程度,且會因不同的居住地以及已通過的認證類別而有所差異。 三、客語能力認證考試者之學習動機與學習成效評估具顯著正相關存在。 四、客語能力認證考試者之學習動機對於學習成效評估具有顯著預測力, 其中以學習動機之「內在學習動機」分層面的預測力最大。
This study aimed at invegisteing the relationship between learning motivation and learning effect evaluation of registrators for Hakka Language Certification Exam in Liu Dui. A self-developed questionnaire was used to collected data from those who applied the Hakka Language Certification Exam. A total of 450 questionnaires were sent, with 423 were valid. The data were processed by descriptive statistics, t-test, single factor analysis of variance, Pearson correlation and stepwise multiple regression analysis. The results are as follows: 1. The learning motivation of registers for Hakka language proficiency test was moderate and will vary due to different ages, educational levels, and the certifications have been passed. 2. The effect evaluation of registers for Hakka language proficiency test was moderate and will vary due to residential areas, and the certifications have been passed. 3. There was a significantly positive correlation between the learning motivation and effect evaluation of registers for Hakka language proficiency test. 4. The learning motivation can significantly predict registers’ effect evaluation, and the predictability of “inner learning motivation” is the highest.