學習滿意度是評量課程教育成果的重要根據。本研究想探討參加舞蹈課程的學生其人格特質與學習動機對學習滿意度的影響。針對250位學生做有效問卷調查，以多元回歸模式進行統計分析探討變數間之影響。結果發現：人格特質與學習動機對學習滿意度均呈現顯著性相關（p＜0.001）。人格特質方面，親和性、外向性、情緒穩定性有顯著性正向影響（p＜0.001）；學習動機方面，深度感受、專業期望亦呈現顯著性正向影響（p＜0.001）。若是將人格特質與學習動機共同考量，對學習滿意度影響力較大的為學習動機。因此，欲提升參加舞蹈課程學生之學習滿意度需優先強化學生的學習動機，加強學習帶來自我成長的內在感受。

Learning satisfaction is the basis of outcome assessment in education programs. This study explored the effects of personality traits and learning motivation on learning satisfaction for those students participating in dancing classes. We enrolled 250 dance students to complete the questionnaires, and investigated the effects of the variables by multiple regression models. The results showed that personality traits and learning motivation were significantly and positively correlated with learning satisfaction (p ＜0.001). In personality traits, the items of affinity, extraversion, emotional stability had significantly positive associations (p ＜0.001). In learning motivation, the depth of experience,and professional expectations also showed significantly positive associations (p ＜0.001). If both of the personality traits and learning motivation were considered together, learning motivation weight more influence on learning satisfaction. Therefore, to enhance the learning satisfaction for dance students, the first priority is to strengthen students' motivation and their inner feelings of self-growth after learning.