缺乏社交動機（social motivation）可能會影響自閉症類群障礙症（autism spectrum disorder，ASD）孩童社交互動。目前於日常社交情境下探討ASD孩童社交動機的文獻有限。因此，本研究以經驗取樣法（experience sampling methodology，ESM）蒐集日常社交經驗，探討ASD孩童日常社交情境與動機及情緒間的關係。根據自我決定理論（self-determination theory，SDT），假設ASD孩童在不同日常情境下有不同的動機層級（內在動機、外在動機與無動機）和情緒表現，且動機層級與基本心理需求（自主性、勝任感與歸屬感）滿足程度有關。共20位3至12歲ASD孩童及其家長參與本研究，由家長連續7日隨機填寫App版本之日常社交參與問卷（ESM survey of daily social participation，ESM-DSP），每日五至七次，紀錄孩童日常情境下的社交經驗。結果顯示ASD孩童於不同情境下有不同的動機（χ^2（2）＝55.93，p＜.001）與情緒（χ^2（8）＝21.44，p＝.002），且在社交休閒活動下的內在動機、正向情緒比例較高；無論在任何情境下（獨自一人：τb＝−.438，p＜.001；社交休閒：τb＝−.576，p＜.001；有社交互動的非休閒活動：τb＝−.491，p＜.001），孩童自主性愈低，內在動機愈低，且僅在社交休閒活動下動機層級與勝任感有關（τb＝−.239，p＝.022），即孩童勝任感愈低，內在動機愈低。總結，ASD孩童在社交休閒活動情境較易表現內在動機與正向情緒，且在各種日常情境下自主性愈高，內在動機愈高。

Social motivation deficit may limit social interaction in children with autism spectrum disorder (ASD). However, only few studies examined their social motivation in different daily social contexts in adolescents and adults. Therefore, we used the experience sampling methodology (ESM) to investigate motivation for daily social engagement and emotion of children with ASD in various daily contexts. We hypothesized that children had different levels of motivations for social engagement and emotions under different contexts. The levels of motivation (i.e., intrinsic, extrinsic, and amotivation) were associated with their satisfaction of basic psychological needs (i.e., autonomy, competence, and relatedness). Twenty children with ASD aged 3-12 years old and their caregivers participated in this study. Caregivers carried a smartphone that prompted randomly 5-7 times/day to complete the App-based ESM surveys to record children's daily social experience for seven days. The results showed that children with ASD had different levels of motivation for social engagement (χ^2(2)=55.93, p＜.001) and emotions (χ^2(8)=21.44, p=.002) under different contexts. Children showed more intrinsic motivation and positive emotions in social leisure contexts than others. The autonomy was associated with the levels of motivation across contexts (doing things alone: τb=-.438, p＜.001; social leisure: τb =-.576, p＜.001; and non-leisure with social interactions: τb=-.491, p＜.001). The competence was associated with the levels of motivation in social leisure contexts (τb=-.239, p=.022). In conclusion, children with ASD tend to show intrinsic motivation and positive emotions in social leisure contexts. Satisfying the autonomy in all contexts could enhance their intrinsic motivation for social participation.