本研究的目的為：（一）建構動機涉入的分類架構，編製「動機涉入量表」，並分析該量表的信、效度。（二）分析國中生成就動機、目標導向、自我效能與動機涉入之關係。（三）探討國中生師生關係、同儕關係與動機涉入之關係。（四）分析國中生動機涉入與持續性動機、數學科學業成就之關係。
為完成前述目的一，研究者建構動機涉入的分類架構，並編製動機涉入量表，抽取421名國中二年級學生為樣本，進行探索性因素分析及信度分析；另外，並抽取1224名國中二年級學生為樣本，進行動機涉入量表之驗證性因素分析，以檢驗此量表的建構效度。為完成目的二、三、四，本研究以動機涉入量表、成就動機量表、目標導向量表、自我效能量表、知覺的環境關係結構量表、同儕關係量表、持續性動機量表與社會期許量表為研究工具，以1224名國中二年級學生為樣本，探討個人因素與動機涉入之關係、情境因素與動機涉入之關係、動機涉入與學習表現之關係，並以多元迴歸分析考驗各項假設。
本研究的發現如下：
一、本研究編製的動機涉入量表的信、效度均佳。其次，動機涉入二階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、求成需求能正向預測努力、堅持、尋求協助與尋求挑戰，負向預測自我設限、逃避求助、作弊與逃避生疏；避敗需求能正向預測自我設限與逃避生疏，負向預測堅持與尋求挑戰。趨向精熟目標、逃避精熟目標、趨向表現目標多與適應性動機涉入作連結；逃避表現目標多與不適應性動機涉入作連結。自我效能能正向預測努力、堅持、尋求協助與尋求挑戰；負向預測自我設限與逃避生疏。
三、師生關係與同儕關係皆能正向預測努力、堅持、尋求協助、尋求挑戰；師生關係與同儕關係皆能負向預測逃避求助、作弊。
四、努力、堅持與尋求挑戰皆能正向預測持續性動機、學業成就。自我設限和逃避生疏皆能負向預測持續性動機與學業成就。逃避求助能負向預測學業成就。作弊能正向預測持續性動機，負向預測學業成就。
本研究根據研究結果提出具體建議，提供國中教學、輔導及未來研究之參考。

The aims of this study were (a) to construct a framework for motivational engagement and to examine the reliability and validity of Motivational Engagement Scale, (b) to analyze the relationship among achievement motivation, goal orientation, self-efficacy and motivational engagement, (c) to investigate the relationship among teacher-student relationship, peer relationship, and motivational engagement, (d) to analyze the relationship among motivational engagement, continuous motivation, and academic achievement.
To achieve the purposes above, a total of 1645 participants were included in this study. 421 students as the first group were used to test the reliability and validity of the Motivational Engagement Scale. 1224 students, the second group, were adopted to test a confirmatory factor analysis model. Moreover, several tools and instruments which were utilized in this study: Motivational Engagement Scale, Achievement Motivation Scale, Goal Orientation Scale, Self-efficacy Scale, Perceieved Environmental Relationship Structure Scale, Peer Relationship Scale, Continuous Motivation Scale, and Social Expectation Scale. Multiple regression analysis was used to analyze all data.
The findings of this study were summarized as following: (a) Results demonstrated good reliability and validity for Motivational Engagement Scale, and the theoretical model fit the data as well. (b) Need for achievement can be used to positively predict effort, persistence, help seeking, and challenge seeking; negatively predict self-handicapping, avoid help seeking, cheating, and avoid novelty. Avoidance failure can be used to positively predict self-handicapping and avoid novelty; negatively predict persistence and challenge seeking. In addition, approach-mastery goal, avoidance-mastery goal , and approach-performance goal almost positively predict adaptive motivational engagement; avoidance-performance goal approximately negatively predict maladaptive motivational engagement. Furthermore, self-efficacy can be used to positively predict effort, persistence, help seeking, and challenge seeking; negatively predict self-handicapping and avoid novelty. (c) Teacher-student relationship and peer relationship can be used to positively predict effort, persistence, help seeking, and challenge seeking; negatively predict avoid help seeking and cheating. (d) Effort, persistence, and challenge seeking can be used to positively predict continuous motivation and academic achievement. On the other hand, self-handicapping and avoid novelty can be used to negatively predict continuous motivation and academic achievement. Besides, avoid help seeking can be used to negatively predict academic achievement. Moreover, cheating can be used to positively predict continuous motivation; negatively predict academic achievement.
Based on the findings in this research, suggestions for junior high school implications, educational guidance and further research were proposed.

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二、英文部分

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