國民中學的學生，在九年一貫課程實施之後，仍舊課業壓力沉重；只是對學生不具學習意義的課程，對未來人生沒有任何幫助。Dr. Diener的尋求『主觀幸福感』理論，成為支持『主觀幸福感』影響學生學習動機的重要來源。Seligman也提出追求快樂的論述和Dr. Diener的理論不謀而合。Seligman的快樂三要素：樂趣、參與和意義，就是追求快樂的的關鍵。國民中學的每一位教師必須讓學生在學習過程中，讓學生自覺是學習本身是快樂的。那麼對學生而言，這學習才是有意義且能符合學生身心發展需要的。所以《學校教師輔導與管教學生辦法》，還是必須以學生的身心發展為主要考量。畢竟，學生到校接受教育的最終目的是學習，教育工作者必須引導學生解決生活挫折；不讓學生因行為改善問題，扼殺一個孩子的學習本能。根據Marazno（2001）「腦部研究」理論，當學生覺得學習任務，是其能力範圍所能完成的，然後再搭配良好的學習環境，能使學生對學習產生積極正面的反應，激發學習動機，提升學習效率，降低行為問題的發生機率。聯合國經濟合作暨發展組織（以下簡稱OECD）的定位未來人才的關鍵能力報告－關鍵能力的定義與選擇－強調：建立學生的自信心，不當的教師管教方式，會讓國中學生，失去學習的意願，甚至放棄學習。教師的管教方式必須兼顧學生的心理和人格發展，必須深入學生行為問題的重心，才能有效幫助學生解決自己的行為問題。

After the implementation of 9-year consolidated curriculum, junior high school students still feel a lot stressed about their schoolwork which has no meaning to them and does no good in their future. Dr. Diener's theory of ”subjective well-being” supports and becomes the important source of students' motives for learning deeply affected by subjective well-being. The theory of Seligman to pursue happiness is just the same as Dr. Diener's. Seligman's three happiness elements, intrests, participation and meaningful, are the key to pursuing happiness.Each teacher in junior high has to let students discover that learning itself is happy during their learning process. In that way, learning is meaningful and meets the developments of students' body and mind. Therefore, ”The methods of Teachers' guidance and discipline in Junior high” still need to think about the developments of students' body and mind as the main concern. After all, the final purpose for students to attend school is to learn. All teachers ought to lead students to solving life frustrations, and don't kill students' learning instinct because of the problem of behavior improvement.According to Marazno's brain-based research, with excellent learning environmen, students can produce positive responses about learning and inspire learning motives to raise the learning efficiency, reducing the incidents of behavior problem when they feel the learning tasks can be completed within their capacity.OECD's key competencies report- Definition and Selection of Key Competencies-emphasizes that teachers' inproper guidance and discipline will make junior high school students lose the willings to learn, and even give up learning. Teachers' guidance and discipline has to considerate the developments of students' body and mind, and try to go deep into the core of students' behavior problem in order to help students solve their behavior problem effectively.