本研究旨在探討臺南市偏鄉學校國中生的學習動機對其社經地位與學業成就之中介效果。研究採用問卷調查法進行資料蒐集，以臺南市偏鄉學校七至九年級國中學生為研究對象，回收之有效樣本423份。以描述性統計、單因子變異數分析、相關分析、迴歸分析、中介變項檢驗等統計方法進行資料分析。研究發現「偏鄉學校國中生學習動機的『能力信念』層面，因社經地位的不同而有顯著差異」、「偏鄉學校國中生的學科與藝能科學業成就皆因社經地位的不同而有顯著差異」、「偏鄉學校國中生的學習動機與學業成就有顯著正相關，學科學業成就與能力信念層面最相關，藝能科學業成就則與成功預期層面最相關」、「偏鄉學校國中生的學習動機對社經地位與學業成就具有中介效果」。因此只要提高學生學習動機，便有機會增進其學業成就，彰顯了教育的可能性，尤其動機的作用對於低社經國中生比對高社經國中生更為關鍵。

This research aims to explore the mediating effect of learning motivation on socio-economic status and academic achievement for junior-high-school students in Tainan rural districts. Survey investigation was employed to collect data in this study. The inventory was given to 603 participants who were 7th to 9th graders in Tainan rural districts, and 423 valid samples were obtained. The data were subsequently analyzed by descriptive statistics, ANOVA, related analysis, regression analysis and mediation variable test. The results of this study indicated that significant differences were found in the ability and belief dimension of learning motivation for students with different social-economic status in rural districts. Significant differences were also found in both academic subjects and arts subjects for students with different social-economic status in rural districts. Furthermore, significant positive correlations were presented between learning motivation and academic achievement, in which the ability and belief dimension and the expectation of success dimension were the most correlative one for academic subjects and arts subjects respectively. The findings suggest that the rural-district students’ learning motivation has a mediation effect on social-economic status and academic achievement, implying that enhancing students’ learning motivation by education is crucial for improving their academic achievement, especially for lower social-economic students.