本研究目的在檢視大學生選課動機對於學習投入的影響效果，凸顯自主性動機對於學習
投入的積極效應與交互影響效果。以臺灣高等教育資料庫的問卷題項為基礎，先以九十四學
年度（n＝24,581）大三學生選課動機檢驗大學生學習投入模式的適配度，進而分析比較外在
資訊與自主性動機對學習投入的影響效果。此外，透過縱貫資料的交叉延宕分析，以九十二
學年度的大一學生持續追蹤至九十四學年度的大三學生為受試對象（n＝18,387），分別探討自
主性動機與外在資訊動機對於學習投入時間是否展現交互影響的效果。研究結果顯示：一、
本研究之大學生學習投入模式與實證資料之間具良好的適配度。二、屬自主性動機的興趣、
實用性與修課計畫等選課動機對學習投入有正向影響。三、屬外在資訊動機的及格、老師風
評與修課時段等選課動機對學習投入有負向影響。四、縱貫資料顯示自主性動機與學習投入
時間有正向的交互影響，相對地，僅大一學習投入時間對大三外在資訊動機為單向且負面的
影響效果。綜而言之，自主性選課動機與學習投入在學習歷程中展現正向的良性循環；相對
地，學習投入較差則會影響後續選課時採取更多外在資訊的評估，而更失去個人自主學習的
目標與理想性，此二者可作為日後對大專院校學生學習輔導時，加強學生自主學習與生涯規
劃之參考。

The purposes of this study were to explore the effects of courses-taking motivation to learning engagement on college students. And it was emphasized that there were positive and reciprocal relationships between autonomous motivation and learning engagement. Using the items of
questionnaire data from “Integrated Higher Education Database System in Taiwan”, the study attempted to examine the goodness of fit about college students’ learning engagement model (n＝24,581, 94 year) and reciprocal effects with cross-lagged analysis (n＝18,378, cross-sectional data
from 92 to 94 year). Results of the study indicate that: (a) The empirical verification of goodness of fit of college students’ learning engagement model are fine. (b) Structural analysis reveals positive
relationships between autonomous motivation (interesting, practicability and plan) and learning engagement. (c) Structural analysis reveals negative relationships between extrinsic informational motivation (passing, appreciation of teacher and course time scale) and learning engagement. (d) Cross-sectional data indicate that there are positively reciprocal effects between autonomous motivation and learning engagement time, but learning engagement time has single negative effect to
extrinsic informational motivation. In sum, autonomous motivation and learning engagement have emerged virtuous circle during longtime learning process. In opposition to the less learning engagement has effected on more cognition evaluation of extrinsic informational motivation, and the
less ideal and prepared autonomous learning. Based on those results, implication for learning guidance about autonomous learning and career planning on college students are considered.