本研究根據Eccles、Wigfield 以及他們的同事所提出的期待─價值動機理論模式來探討技職校院統計學習歷程中自我效能、探制信念、興趣、重要─有用性與學習成績的關係抽取476位修統計學課程的學生，完成「統計學習動機量表」，並以期中考成績作為學成績，以結構方程模式作為分析的工具，研究發現興趣是解釋統計學習成績最要的因素之一，且是自我效能與重要╱有用性對成績影響的中介變項，在加入興趣後，自我效能與重要╱有用性無法真接影響學習成績，他們必須透過興趣才能對學習成績產生影響。而控制信念透過自我效能，再藉由興趣來解釋學習。因此教師可以設法提高學生學習統計學的興趣來增加學生的參與以及學習成就，或者提高學生的控制信念、自我效能、學習統計學的重要─有用性來提高學生的興趣，進而增加學生學習統計學的動機與學習成績。

Based on Eccles et al’s expectancy─value model of achievement motivation, this study was to investigate the relationship between self─efficacy, control belief, interest, importance─utility and achievement on the process of statistics curriculum at institutes of technology. 476 students who took statistics and finished “Statistics learning motivation questionnaire”, were brought into the study survey. Their mid─term scores, as the research data, were analyzed by equation modeling techniques. Results indicated that interest can explain achievement directly, as advocated by the expectancy─value model. The roles of control belief and self─efficacy are as claimed by the expectancy─value model. Self─efficacy can explain achievement through interest. Control belief can explain achievement through self─efficacy and interest. However, the importance─utility cannot explain achievement directly as interest claimed by the task value in the expectancy─value model. The importance─utility must use interest to explain achievement.