目的：探討前測體育課動機對學期末體育課動機、滿意度、能力知覺及運動行為的影響，更進一步探討動機氣候的中介及調節效果。方法：以中部某大學學生為對象，有效樣本為288名 (男生114名、女生159名及遺漏值15名）。參與者在學期初完成「體育課動機量表」，在學期末完成「體育課動機量表」、「體育課知覺動機氣候量表」、「知覺運動能力」、「體育課滿意度」以及運動行為等測量。蒐集之資料使用階層多元迴歸探討體育課動機氣候的中介及調節效果。結果：學期初體育課動機直接並透過精熟氣候間接影響知覺運動能力、期末體育課動機及體育課滿意度，其中精熟氣候對體育課滿意度接近完全中介。動機氣候調節學期初體育課動機與體育課滿意度、期末體育課動機的關係，高低自我決定學生在精熟氣候比在表現氣候中皆可感受較高的體育課滿意及自我決定程度。結論：動機氣候在體育課學生的動機過程中扮演中介及調節變項的角色。

Purpose: This study purpose was to examine the influence of PE motivation on PE motivation, satisfaction, perceived competence and sport behavior in physical education classes and furthermore to examine the motivational climate effect of mediating and moderating. Methods: Participants were 288 students (114 male, 159 female, 15 did not provide gender) who enrolled in physical education classes from a university in Taiwan midst. The participants were asked to complete questionnaires that assess PE motivation in the semester star and motivational climate, sport competence, PE satisfaction and sport behavior in the semester end. Hierarchical regression analyses were used to examine the mediate and moderate effect of motivational climate. Results: Initial PE motivation was directly and indirectly through mastery climate to influence perception of sport competence, final PE motivation and PE satisfaction. Mastery climate was almost complete mediating on initial PE motivation influenced PE satisfaction. Motivational climate moderated the relationship between initial PE motivation and PE satisfaction, final PE motivation. The students both high and low self-determination PE motivation who perceived mastery climate had more PE satisfaction and final PE motivation than perceived performance climate. Conclusions: Motivational climate play as mediator and moderator on motivational process in physical education class.