本次研究以成就動機之期望─-價值理論為基礎，探討國中生所知覺到父母期望、能力信念、成功期望及工作價值對學習投入之影響，並針對所建構之模式進行適配度考驗。本研究以分層叢集抽樣方式，抽取臺灣地區北、中、南三個區域之國中七、八、九年級學生共 557 人，作為本研究之研究樣本。研究工具包含父母期望量表、能力信念量表、成功期望量表、工作價值量表及學習投入量表。本次研究所蒐集的觀察資料以結構方程模式（SEM）進行統計分析。本次研究發現如下：一、國中生所知覺到父母期望對能力信念具有正向且直接的影響。二、國中生所知覺到父母期望對成功期望具有正向且直接的影響。三、國中生所知覺到父母期望對工作價值具有正向且直接的影響。四、國中生的能力信念對成功期望具有正向且直接的影響。五、國中生的能力信念對工作價值具有正向且直接的影響。六、國中生的成功期望對學習投入具有正向且直接的影響。七、國中生的工作價值對學習投入具有正向且直接的影響。 本次研究根據研究結果進行討論，並提出教學實務的建議及未來研究的參考。 Based on the expectancy-value theory of motivation, this study is explore the impact of students’ perception of parental expectation, ability belief, expectancy for success, and task value on learning engagements. A cluster sampling was used in the study, and the participants were 557 seven, eight, nine grades students in junior high schoo. The instruments used in the study included the Parental Expectation Scale, Ability belief Scale, expectancy for success Scale, Task Value Scale, and Learning Engagement Scale. We adopt Structural Equation Modeling (SEM) to analyze the data. The results revealed the following:1. Students’ perception of parental expectation had postiive effects on ability belief.2. Students’ perception of parental expectation had postiive effects on expectancy for success.3. Students’ perception of parental expectation had postiive effects on task value.4. Ability belief had positive effects on expectancy for success.5. Ability belief had positive effects on task value.6. Expectancy for success had postiive effects on learning engagment.7. Task value had positive effects on learning engagement. Finally, the detailed results and suggestions for further research and implementation are discussed.
