| Summary: | 碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 104 === This study is based on self-determination theory, exploring the impact of junior high school students’ academic performances, intrinsic/extrinsic learning motivations and psychological needs for autonomy, competence and relatedness on learning satisfaction. The participants are junior high school students in Taichung City, Changhua County and Miaoli County. 741 samples collected by convenience sampling are valid. The instruments used in this study are the Learning Satisfaction Scale, the Intrinsic Learning Motivations & Psychological Needs Satisfaction Scale and the Extrinsic Learning Motivations Scale. The data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson’s product-moment correlation and multiple regressions. The results of this study are summarized as below:
1.Female students have higher intrinsic motivation and higher self-determined extrinsic motivation than male students. Their psychological needs are also more satisfied than male students’.
2.7th grade students have higher sense of competence and autonomy than 9th grade students.
3.Academic performances, intrinsic motivations, sense of relatedness and external regulation can predict learning satisfaction. Nevertheless, sense of relatedness and external regulation are enough to predict learning satisfaction. Higher sense of relatedness and lower external regulation can lead to higher learning satisfaction.
4.The three psychological needs can predict learning motivations; moreover, they are more useful in predicting motivations which are highly self-determined.
At last, the researcher made some discussions based on the findings of this study and provided the suggestions below for junior high school education and guidance for future studies:
1.To enhance students’ learning satisfaction, teachers and parents can enhance the sense of relatedness and reduce the external regulation of academic learning.
2.Teachers and parents should care about students’ satisfaction of psychological needs to enhance their learning motivation.
3.“Amotivation” can be added as a variable in future studies on learning motivation.
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