本研究目的有三：（一）編製「國小學習動機量表」，並將學習動機區分為價值、預期、情感三個成分。（二）探討國小學生之價值、預期、情感學習動機成分對其學習行為之影響。（三）了解本研究中國小學生價值、預期、情感學習動機之高低分配情形。本研究研究對象為576位國小六年級學生，使用的測量工具為研究者自編的「國小學習動機量表」與「國小學習行為量表」。資料分析採用試探性與驗證性因素分析、多元迴歸分析、描述統計等方法。初步分析結果顯示：（一）理論及實徵證據皆支持國小學生之「學習動機」包含價值、預期與情感三種不同的成分。（二）多元迴歸分析結果顯示價值、預期與情感學習動機成分皆對國小學生「學習行為」有顯著預測力，其中以情感學習動機預測力最高。（三）本研究調查之大多數國小學生價值與預期學習動機皆頗為正向，然而約只有一半國小學生有正向的情感學習動機。本研究根據研究目的及結果進行討論，並提出結果應用及未來研究的建議。

The purposes of this study were: (1) to construct the “Primary School Learning Motivation Scale” and divided the learning motivation into components of value, expectation, and affect; (2) to explore the influence of student’s learning value, expectation, and affect and related learning behavior; (3) to discover the distribution status of the primary school students’ value, expectation, and affect on learning motivation. There were total of 576 six-grade students participated in this study. The research instruments employed were “Primary School Learning Motivation Scale” and “Primary School Learning Behavior Scale”. The data were collected and analyzed with Exploratory and Confirmatory Factor Analysis, Multiple Regression Analysis, and Descriptive Statistics. Results of this study found that; Firstly, both theories and the results support that primary school students’ learning motivation are consist of value, expectation, and affect. Secondly, the result from Multiple Regression Analysis showed that all learning motivation of value, expectation, and affect significantly predict student’s learning behavior. Interestingly, learning motivation of affect showed a better predictor. Thirdly, most primary school students tended to display positive value and expectation of learning motivation, but only about a half of the students demonstrated positive affect of learning motivation. Finally, based on the research findings, possible implication for educators and suggestions for future research is provided by the researchers.