本研究之目的為：（一）了解國中生從事英語科學習時的情境興趣之現況。（二）驗證本研究所建構的「英語科情境興趣歷程模式」與觀察資料是否適配，並分析國中生從事英語科學習之基本心理需求、知覺師生關係對情境興趣的預測效果、情境興趣對學習涉入的預測效果。
為完成上述之研究目的，本研究採縱貫研究設計，以台南市112學年度在學之國中八年級生為研究對象，從9所學校的26個班級抽取631名受試者進行三波測量，並以英語科為特定領域。本研究所使用的研究工具包括「基本心理需求量表」、「知覺師生關係量表」、「情境興趣量表」，以及「學習涉入量表」。
本研究之資料以單一樣本t考驗及結構方程模式來考驗本研究之各項假設，本研究的發現如下：
一、國中生在英語科學習時具有情境興趣，他們在促發的情境興趣及維持的情境興趣之得分與檢定值有顯著差異，顯示國中生對英語科學習具持情境興趣。
二、本研究建構的國中生英語科情境興趣歷程發展模式獲得觀察資料的支持，自主感、勝任感及知覺師生關係能正向預測英語科情境興趣，英語科情境興趣能正向預測學習涉入，自主感透過英語科情境興趣對學習涉入具有間接預測效果，勝任感及知覺師生關係透過英語科情境興趣對學習涉入具有間接及全體預測效果，這結果突顯了英語科情境興趣的重要性。
本研究根據結果進行討論，並提出對教師未來教學輔導及後續研究的策略與建議。

The purposes of this study were: (a) to investigate the current status of junior high school students’ situational interest in English learning; (b) to examine the ‘English Interest Process Model’ and confirm whether it fits the observed data, and analyze the predictive effects of students’ basic psychological needs and perceived teacher-student relationships on situational interest in English learning as well as the predictive effects of situational interest in learning engagement.
To achieve the research objectives, this study adopts a longitudinal research design, targeting eighth-grade students in junior high schools in Tainan City during the 112th academic year. 631 participants from 26 classes across 9 schools joined three waves of measurement. The research tools used in this study include the Basic Psychological Needs Scale, Perceived Teacher-Student Relationship Scale, Situational Interest Scale, and Learning Engagement Scale. The data in this study were analyzed using a one-sample t-test and structural equation modeling (SEM) to test the hypotheses.
The findings of this study are as follows: (a) Junior high school students exhibit situational interest in learning English. There is a significant difference in the scores and test values between the triggered and maintained situational interest, indicating that junior high school students generally hold a positive situational interest in English learning. (b) The situational interest development model for junior high school students in English learning is supported by observational data. Autonomy, competence, and perceived teacher-student relationship can positively predict situational interest. Situational interest can positively predict learning engagement. Through situational interest, autonomy has an indirect predictive effect on learning engagement, while competence and perceived teacher-student relationship have both indirect and overall predictive effects on learning engagement. These results highlight the importance of situational interest.

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