目的：探討高中體育課班級氣氛與學習動機對學習滿意度之影響情形。方法：以臺北市高中職學生為研究對象，有效問卷633份，以「高中體育課班級氣氛量表」、「高中體育課學習動機量表」、「高中體育課學習滿意度量表」進行施測。結果：以描述性統計、簡單相關、多元逐步迴歸分析進行資料分析，主要結果如下：一、臺北市高中職生對體育課學習滿意度有極佳的評價，就學習滿意度各構面分析，則以教師教學分數最高，其它依序為同儕關係以及學習效果。二、自我效能、投入、教師支持、期望成功可正向預測學習效果滿意度。三、親和、教師支持、自我效能、期望成功可預測同儕關係滿意度。四、教師支持、投入、期望成功可正向預測教師教學滿意度。結論：一、學生對體育課教師教學滿意度最佳。二、教師支持、期望成功、投入與自我效能是影響學習滿意度主要因素，當學生感受到教師的支持越強，對成功的期許越高，且熱衷於學習的班級氣氛越佳，對運動表現的自信心越高時，其學習滿意度會更好。

Purpose: To investigate the relationships of classroom climate, learning
motivation and learning satisfaction in physical education class of Taipei City senior high and vocational school students. Methods: Six hundred and thirty-three students were selected from senior high and vocational schools in Taipei City through cluster sampling. All the students were surveyed by Classroom Climate Scale, Learning Motivation Scale and Learning Satisfaction Scale. The data were analyzed through
Pearson correlation analysis, Stepwise regression analyses. Results: 1. Students were satisfied with physical education class, and had greatest satisfaction with teacher’s instruction, followed by peer relationship satisfaction and learning effect satisfaction. 2. Self-efficacy, affiliation, teacher’s support and expecting to success could positively
predict learning effect satisfaction; 3. Closeness, teacher’s support, self-efficacy and expecting to success could positively predict peer relationship satisfaction; 4. Teacher’s support, affiliation and expecting to success could positively predict teacher’s instruction satisfaction. Conclusion: Teacher’s support, expectancy for success,
affiliation and self-efficacy were the important factors to influence the physical education class learning satisfaction of students. When they had more teacher’s support, higher expectations for physical education class, aggressive classroom climate and stronger confidence in skill performance, they could have higher learning satisfaction in physical education class.