摘 要 大學生對學校的好惡行為意圖影響其是否繼續留在校園之內。本文探討品質、付出、價 值與滿意度等構面對好惡行為意圖的影響。本研究先建立構面間的相互影響模式，並繼之設 計問卷進行調查。研究結果證實前述構面對學生的好惡行為意圖確實存在不同的影響。相關 分析結果顯示：品質、付出、價值與滿意度等構面均正向地影響學生的“好”行為意圖；然 而，這些構面卻無法影響學生的“惡”行為意圖。其所傳遞的管理意涵則為：當學生感受到 好的教育品質、有價值的學習並進而感到滿意，則他們對學校的“好”行為意圖會被誘發；然 而，這些正面的認知或感受卻無法抑制“惡”行為意圖。故而，學校管理者必須戒慎行事並 避免不適之舉措，以提昇學生的正面感受認知進而刺激“好”行為意圖的產生。

Abstract This study investigates the influences of quality, sacrifice, value and satisfaction on student favorable behavioral intentions (FBIs) and unfavorable behavioral intentions (UFBIs). This investigation first constructs the theoretical relationships between quality, sacrifice, value, satisfaction and FBIs / UFBIs, and then designs a survey instrument to gather data from a university. Analytical results reveal that quality, sacrifice, value and satisfaction influence FBIs and UFBIs differently. Quality, sacrifice, value and satisfaction positively influence FBIs in accordance with the multiattribute attitude framework. Meanwhile, the multiattribute attitude framework is not validated for UFBIs model, value and satisfaction were examined not to significantly and directly affect UFBIs. Students who perceive superior education quality, value the learning from university, and feel satisfied with their university are more likely to demonstrate their FBIs. However, delivering high quality and valuable education can satisfy students but cannot restrain student UFBIs in the event of problems occurring. Education managers must consider methods of stimulating student FBIs. Additionally, education managers must also establish an appropriate setting to prevent problems and that are relevant to UFBIs.