國家教育研究院

　　本研究運用學生學習投入（student engagement）的理論，發展本研究的架構，針對高中學生的學習情況進行調查。研究主要目的在分析影響高中學生學習投入的主要因素，以及發展提昇學習投入的可能做法。本研究運用的研究方法主要為問卷調查，旨在蒐集實徵資料，建構影響高中學生學習投入的主要因素，以及以瞭解學習投入與學習成果的關聯性。研究結果發現，影響高中生間接行為學習投入的主要因素為性別，而影響直接行為學習投入的因素主要為學校變項，包括學校類別與學校所在地。影響情緒學習投入的因素主要為學生個人背景變項，包括性別、類組與家庭社經地位。影響認知學習投入的因素包括個人與學校兩個層面，個人因素有類組與家庭社經地位，學校因素則有公私立別與地區別。學習投入向度對學習成果的影響性依序為認知、直接行為，與情緒學習投入。研究結果可提供改善高中教育教學實務之參考。

　　In this study, we created a theoretical framework to analyze the student engagement in high schools. The main purpose of this study is to explore the factors related to student engagement in learning situation, and the results will prompt to help the high school teaching improvement. To explore the factors related to high school student engagement, we applied questionnaire survey to collect empirical date for analyzing the relation between student engagement and learning performance. The result revealed the gender is the main indirect factor that affects the behavior engagement and the direct factors including school types and their locations. The main factors affect on psycholocial engagement including student gender, majors, and their family’s social economic status. The main factors affect cognitive engagement including personal and schools. Students’ major, family social economic status, public or private school attendance, and their school location will affect their engagement. Which student engagement styles may exert more powerful influence on their learning performance? The result revealed that the cognitive engagement is the most important factor, and then behaviorial and psychological engagement. This study proposed some suggestions for improving the teaching in high schools.