本研究目的為探討國中生參與服務學習課程方案歷程經驗、服務投入態度 與學習成果之關係。研究樣本以2013 年與2014 年參與教育部補助國民中小學 服務學習計畫的729 名國中學生為對象，進行問卷調查。研究結果發現：（一） 本研究編製的服務學習歷程經驗、服務投入態度與學習成果量表，運用驗證式 因素分析，具有良好之信度與建構效度。（二）服務學習歷程經驗與服務投入態 度高分組的學生，在各項學習成果的提升程度都顯著高於低分組的學生。（三） 本研究建立的模式具有良好的適配度，且各變項間的影響路徑均為顯著，服務 學習歷程經驗對於服務投入態度與學習成果有顯著直接影響，服務投入態度在 服務學習歷程經驗及學習成果間具有中介效果。研究結果期能提供學校參考， 規劃與國民教育的學習目標連結的服務學習課程方案與評量成果機制，增進學 生多元能力的發展。

This study explored the influences of experiences in service learning curriculum programs, involvement of service on learning outcomes from junior high school students. The participants include 729 junior high school students in the learning curriculum and programs under a grant from Ministry of Education during the academic year of 2013. A developed scale measuring the service engagement, experiences of process, and service learning outcomes was used as the research tool. The results indicated: (a) based on the confirmatory factor analysis, the reliabilities and construct validities of the scale are good; (b) all learning outcomes in the high level group are higher than that of the low level group in the service-learning experience; (c) the fitness of model of this study is good and the direct effects among service engagement, program quality, and service learning outcomes are significant. The service engagement has the mediating effect on the impact of program quality to learning outcomes. The research could be a reference for schools to design effective programs to enable students becoming mature and to implement desired learning outcomes through other kinds of service learning.