本研究參考相關文獻進行編制成人學習動機量表，以某私立科技大學附設進修學院之學生共827人爲研究對象進行施測，以驗證此量表是否具有良好的效度與信度。資料經Amos5.0版統計軟體分析結果，結果顯示學習動機量表通過模式外在品質之檢定，其整體模式適配指標：χ^2=377.、GFI=0.9、RMSEA=0.087、SRMR=.043、NNFI=.82、PCFI=.705、PNFI=.676、CN=201、χ^2/df=4.33。而在模式內在品質也達到判別標準，在基本配適度指標之因素負荷量也達到評鑑理想值。綜合以上結果，可知成人學習動機量表具有良好的效度與信度。而不同背景變項之成人學習者在學習動機上差異比較分析結果得知，性別、婚姻狀況、年齡、職業、服務年資及薪資所得達顯著差異。本研究發現成人參與高等回流教育學習動機重要程度各項之前五名排名爲：1.我爲了個人增進專業知識而進行學習；2.我爲了提高學歷獲得文憑而進行學習；3.爲了彌補過去所學之不足；4.基於活到老，學到老的精神；5.我爲了找到更好的工作而進修學習。

This study reviewed the literature to make a questionnaire about the adults’ learning motivation and had it tested by 827 students from a college of extension education in a private university of technology for adequate validity and reliability. The data, analyzed by the software of Amos 5.0, has revealed that this questionnaire has passed the test of external quality model fit. The entire model-fit index: χ^2=377.、GFI=0.9、RMSEA=0.087、SRMR=.043、NNFI=.82、PCFI=.705、PNFI=.676、CN=201、χ^2/df=4.33。Also, the test of the internal quality model fit has reached the standard of classification. The factor loading of the basic model-fix index has reached the ideal value for estimation. This questionnaire of adults’ learning motivation possessed good validity and reliability after reviewing the results. Furthermore, adult learners with different background exogenous variables reflected diverse learning motivation. The variables of gender, marital status, age, occupation, seniority, and different wages had revealed statistical differences in the collected data.