本研究目的主要在提出雙核心動機模式（dual core motivation model，簡稱 DCM）。依據動機 與認知心理學相關研究，DCM 認為學習動機包含價值、預期、情感與執行意志四個不同成 分，其中以情感與執行意志兩個核心成分對學習行為最有直接影響力，而價值與預期等學習 動機成分，則主要是經由雙核心成分的中介，間接對學習行為產生影響。研究對象為 480 位 國小六年級學生，使用的工具包含「國小學習動機量表」與「國小學習行為量表」，資料則 透過 LISREL 程式進行結構方程模式分析，以檢驗 DCM 相關概念。結果發現，價值、預期、 情感與執行意志屬於不同的動機成分，且 DCM 具有理想的整體適配度與內在品質，大致獲 得觀察資料的支持。本研究根據研究結果在理論與實務上的涵義進行討論，並提出結果應用 及未來研究的建議。

This study aimed to propose the “Dual Core Motivation Model’’ (DCM). Depending on the results of motivation and cognitive psychology researches, the DCM advocates that learning motivation contains four different components of value, expectation, affect, and executive volition. In these four components, the two core components of affect and executive volition would influence learning behavior directly, but the effects of the two other components of value and expectation would be mediated by the two core components, and thus influence learning behavior indirectly. Participants of this study were 480 sixth-grade students in Taiwan. The research instruments employed were “Primary School Learning Motivation Scale” and “Primary School Learning Behavior Scale”. Data collected were analyzed by structural equation modeling with the LISREL computer program. The results showed that learning motivation consisted of four different components of value, expectation, affect, and executive volition, and the DCM fitted the observed data well. Finally, based on the research findings, possible implications for educators and suggestions for future research are provided by the researcher. 

執行意志成分;情感成分;預期成分;價值成分;學習行為;雙核心動機 模式

affect component; dual core motivation model (DCM); executive volition component; expectation component; learning behavior; learning motivation; value component