沉重的工作壓力致使員工抱病上班的行為以及企業必須付出的成本問題，企業為消除或緩解員工的工作壓力所尋求之解決之道有許多種，其中，透過學習「禪修」來紓解壓力者，近年來逐漸受到重視。研究顯示，中國的「禪修」是一項適合紓解壓力、改善情緒的方法。意旨，把禪用在工作上、管理上能啓發自己及他人的潛能，增加生產力與效率，進而改善人際關係。本研究旨在探討台灣企業從業人員參加禪修之學習動機、學習氣氛、學習成效與禪修後回流學習反應四者之關係。以二十歲以上參加某禪修團體之「上班族禪修班」學員為問卷調查的研究對象。研究結果發現個人背景變項，除教育背景外，皆分別對禪修之動機、學習氣氛之認同度、禪修成效或禪修後回流學習反應之認同度產生顯著影響。在Pearson相關分析中發現：學習動機越高其學習成效也越高；學習氣氛認同度越高其學習成效也越高；而學習成效越強禪修後回流學習反應也越高。從多元逐步迴歸分析中進一步發現：「社交關係」、「社會服務」和「職業進展」動機對學習成效具有顯著預測力；「自主性」和「凝聚力」和「禪師支持」學習氣氛對學習成效具有顯著預測力；而「職場方面」和「人際關係」學習成效則對禪修後回流學習反應具有顯著預測力。

The study aims to investigate whether personal factors influences the motivation, perception toward classroom climate, learning effect, and post-class reaction of working adult learners who take a particular Zen class. Study also tries to uncover the relationship between this group of adult learners' motivation and learning effect, their perception toward classroom climate and learning effect, as well as their learning effect and post-class reaction. Through Pearson correlation analysis, the results show that personal factors, besides educational background, demonstrated significant influences on adult learners' motivations, perception of learning climate, learning effect, or post-class reaction. This research also learns significant positive relationship between Zen learners' motivation and learning effect, their perception toward classroom climate and learning effect, as well as their learning effect and post-class reaction.