本研究探討境外專班學程26 位學生，瞭解學習動機與學習滿意度相關情形，並對不同背景學生比較其學習動機與學習滿意度差異性。本研究採問卷發放方式進行分析研究，其中問卷內容分為三部分：學生背景屬性資料、成人學習動機，及學生學習滿意度，輔以描述性統計、t 檢定、單因子變異數分析、Pearson相關進行分析。結果發現，不同性別、職業及藝術背景在成人學習動機、學習滿意度中沒有顯著關係差異；不同年齡在成人學習動機「職業進展」面向中「為了學習與工作相關的知識而進修」及「外界期望」面向中「受到家人的鼓勵」達顯著水準；不同工作服務年資在成人學習動機「職業進展」面向中「為了學習與工作相關的知識而進修」及學生學習滿意度「課程內容」面向中「在選課前能獲知課程的學習內容」達顯著水準，此外，「成人學習動機」與「學習滿意度」雙變項存在著中度正相關。最後，研究者依結果提出相關研究結論及建議。

This study explores the learning motives and satisfaction of 26 students in study abroad programs to compare the differences of learning motives and satisfaction levels of students with varying backgrounds. This study utilizes 3 types of surveys with different content to collect data for analysis and research: the surveys include student background information, learning motives of adults, and student learning satisfaction. The data is supplemented by descriptive statistics, t-test, single-factor analysis, and Pearson correlation. The findings showed that there is no significant correlation in the differences of learning motives of adults dependent on gender, occupation, and background in art; for the adult learning motives of different age groups in the facet of “for the purpose of learning information and further education related to work” in “career development” and the facet of “encouraged by family members” from “external expectations”, both reached a significant level. For adult learning motives of subjects with different years of service, “for the purpose of learning information and further education related to work” in the facet of career development and student learning satisfaction in the facet of “gaining curriculum information on education content before choosing classes” in “course content” reached a significant level. Additionally, there is a moderate positive correlation between “learning motives of adults” and “learning satisfaction”. Lastly, the researcher proposes conclusions and suggestions based on the findings of this study.