本研究的目的為：（一）編製父母投入量表，並考驗該量表之信、效度；（二）探討國內國中生知覺父母投入與學習涉入之現況；（三）探討期望－價值動機在父母投入與學生學習涉入之間的中介角色。（四）根據研究結果提出可供未來教學、輔導與研究參考的具體建議。為完成上述目的，本研究以叢集抽樣方式，抽取台灣的國中二年級學生為研究樣本。本研究共抽取兩批樣本，第一批樣本127人作為分析自編量表的探索性因素分析及信度分析之用；第二批樣本526人作為考驗本研究所有測量工具的驗證性因素分析以及各項研究假設之用。研究工具包括父母投入量表、中學生自我調整學習量表及學習涉入量表。本研究所蒐集的觀察資料以結構方程模式、單一樣本t考驗與多元迴歸分析來考驗各項假設。
本研究發現如下：
一、本研究編製之父母投入量表信、效度俱佳。其次，父母投入量表驗證性因素分析模式與觀察資料適配，代表本量表具有良好的建構效度。
二、國中生知覺的三種父母投入（親師溝通、家庭中的學習活動、學校參與）和檢定值3.5（六點量表中位數）皆有顯著差異。其中，家庭學習活動大於3.5；親師溝通和學校參與小於3.5。
三、研究結果顯示：家庭學習活動最能預測學習者的價值動機與期望動機；價值動機可預測行為涉入與情緒涉入，而期望動機可預測認知涉入與主體涉入。期望－價值動機是父母投入與學習涉入的中介變項。其中，家庭學習活動透過價值動機對情緒涉入的中介效果最強。
本研究根據研究結果進行討論，並提出教學輔導與未來研究之建議。

The purposes of this study were: (1) develop the Parental involvement Scale according to the recent studies of parental involvement, then test the reliability and validity of this scale. (2) investigate the current status of parental involvement and students’ learning involvement on junior high students (3) examine the mediated effect of expectancy－value motivation between parental involvement and learning involvement. 653 junior high students from twelve schools in Taiwan participated in this study. The participants completed a parental involvement scale, self-regulated learning inventory for high school students and learning involvement scale. The data were analyzed by multiple regression. The result indicated that (1) parental involvement scale developed in this study has good reliability and validity. (2) There were significant differences among the junior high students who perceive the degree of parental involve and the test value which is 3.5. (3) In this study, the effect of parental involvement predicting the learning involvement is mediated by expectancy－value motivation.

中文部分
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