本研究的目的在結合真實學科，探討技職大學生於學業自我調整學習過程中所面臨的動機困境、調整策略以及二者之間的關係，並檢視不同學科的影響。研究中以南部某科技大學四班學生共194人為對象，其中二班採研究者指定學科(N=102)，二班採學生自設學科(N=92)，以開放式問卷收集學生於實際學科的四個學習情境(上課聽講、準備考試、撰寫報告、撰寫作業)中所面臨的動機困境及其所使用的調整策略。結果發現，技職大學生在學業自我調整學習中，其學習動機困境與調整策略均多元，且二者相互關連。不論是由研究者指定學科或學生自設學科，學生均傾向於選擇問題導向的訊息處理及意志策略，而非與動機信念直接關連的內在調整及外在調整策略。本研究最後根據研究結果，提出對未來研究的建議。

The purpose of this study was to explore the motivational problems and regulation strategies as well as their relationships in self-regulated learning among technological/vocational college (TVC) students. The participants were 194 college students from a TVC in southern Taiwan. With an open-ended questionnaire, this study collected motivational problems faced by the students in four authentic learning situations (attending a lecture, studying for an exam, writing a report, writing homework) and their corresponding strategies for regulation. The results indicated that the motivational problems and regulation strategies were both full of variety, and the regulation strategies used were related to types of motivational problems. No matter whether the course was selected by the student or designated by the researcher, the students tended to choose problem-oriented information processing and volitional strategies, instead of intrinsic or extrinsic motivational regulation strategies related to motivational beliefs. Based on the results, the author has presented suggestions for future studies.