本研究以動機相關理論為基礎，設計一套適合國小學童之動機調節方案之課程，並探討此課程對學生動機調節類型與適應學習組型之果效。本研究以教學實驗的方式進行，採「不等組前測-後測」準實驗設計，選取彰化縣某一國小五年級學生共59名為研究對象，其中實驗組30人，控制組29人。實驗組學生接受為期六週、每週兩次動機調節方案融入綜合活動學習領域之課程，控制組則接受ㄧ般綜合活動學習領域課程。研究工具包括動機調節類型量表與適應性學習組型量表，並以單因子共變數分析與相依樣本t檢定進行統計檢定考驗。研究發現如下：（一）實驗組在認同動機、內在動機均優於控制組；（二）實驗組在訊息處理、後設認知、札向情感、堅持與工具性求助均顯著優於控制組；（三）實驗組的後測成績在動機調節之認同調節、內在動機與適應性學習組型之後設認知、札向情感、堅持與工具性求助均顯著優於前測成績。最後，研究者歸納研究結果，提出研究結果之應用及未來相關研究之建議，作為未來研究之參考。

The purposes of this study were to design motivational regulation program for 5th grade students and to investigate its effects on students’ motivation regulation and learning behavior pattern. There were 59 fifth-grade students from an elementary school in Changhua county who participated in this study. There were 30 students in experimental group and 29 students in control group. The experimental group proposed the Motivational Regulation programs into Integrated Activities Learning Area twice a week and lasting six weeks while the control group didn’t experience any experimental training. The instruments used in this study included Motivation Regulation Scale and Adaptive Patterns of Learning Scale. And the researchers adopted one-way ANCOVA and repeated measure t-test as statistical testing. The results were as follows: The experimental group had better scores on identified regulation and in-trinsic motivation than the control group. The experimental group had better scores on information processing, metacognition, positive affect, per-sistence and instrumental help-seeking than the control group.
There were significant differences between post-test scores and pre-test scores on identified regulation, intrinsic motivation and metacognition, positive affect, persistence and instrumental help-seeking. Based on above results, suggestions for schooling implication and further research were proposed.