本文之研究問題為：在資源不足及交通不便的限制下，苗栗縣參與社區教育的成年民眾，其參與社區教育的學習動機、學習型態與學習滿意度間的關係為何？本研究針對參與社區教育之20歲以上成年學員進行問卷調查，共發出191份問卷，獲得181份有效問卷，有效問卷比率達94.76％，並根據問卷調查的結果進行量化分析。本文有以下主要研究發現：（一）苗栗縣參與社區教育的學習者以女性居多，在有限的可支配時間內，苗栗縣中高齡女性（45-64歲）較積極參與社區教育活動；（二）求知興趣、社交關係與自我發展等因素，是民眾參與社區教育的主要動機，擴散實作型與聚歛同化型是苗栗縣民眾參與社區教育的主要學習型態；（三）學習動機中社交關係與自我發展、求知興趣兩個構面對於學習型態有顯著正向的影響，擴散實作型與聚歛同化型兩種學習型態對於學習滿意度皆有顯著正向的影響，且兩種學習型態對於學習動機與學習滿意度皆具有顯著的中介效果；（四）94.48％的學習者都偏向內控型信念，人格特質對於社交關係與自我發展、求知興趣等兩種學習動機具有顯著的干擾效果。

This paper aims to answer the following question: what is the relationship among learning motivation, learning style, and satisfaction of community education learner, under Situation of limited educational resources and inconvenient transportation? Based on the surveyed-questionnaire method, the empirical results show that, first, female residents (45-64 year-old) are the major learners in community education. Second, factors such as “interest in learning” and “social relationship” are the major motivations for community education learners. Third, the two motivations of “interest in learning” and “social lationship” have significantly positive effect on learning type. The positive intermediate effect of learning style, was found between learning motivation and satisfaction.