摘要 研究目的：本研究之研究目的在於探討大專選修游泳課學生之學習動機、學習滿意度與學習成效對於學生未來繼續參與游泳運動之影響。方法：本研究採用立意抽樣的方式，對400名北部某大專選修游泳課學生進行問卷發放，並以結構方程模式進行各問項之考驗。結果：研究結果顯示，學習動機、學習滿意度與學習成效三者皆能影響學生未來繼續參與游泳運動之意願，而學習動機中以「價值」構面平均得分最高(4.26)；學習滿意度中以「教師特質」構面平均得分最高(4.57)；學習成效中以「情意」構面平均得分最高(4.13)。結論：一、學生選修游泳課時的優先考量為「價值因素」；二、游泳教師上課的整體態度是友善的，學生能理解教師的課程要求與相關規定；三、游泳池環境安全性良好，但上課時間學生集中使用，環境整潔與方便性感受較差；四、游泳課修課人數過多，影響學習狀況；五、男生對游泳技能與認知的目標動機與學習成效均較女生強，但學習滿意度則無差別；六、學生未來繼續參與游泳運動之意願會受到「學習動機」、「學習滿意度」及「學習成效」的影響。

Abstract Purpose: The purpose of this study aimed to explore the students` learning motivation, learning satisfactions and learning effects, who taking swimming class in college, and the results thereof will how influence such students would whether continue their swimming sports in the future. Methods: 400 students who taking swimming class participated in this research. We used canonical descript statistics, factor analysis, one-way ANOVA and AMOS analysis to analyze 386 valid questionnaires. Results: learning motivation, learning satisfactions and learning effects will all influence the motivation of such students to continue their swimming sports. In the learning motivation level, the average score(scores 4.26) of "value" dimension scores highest. In the learning satisfaction level, the average score(4.57) of "Teacher characteristics" dimension scores highest. In the learning effect, the average score (4.13) of "aesthetic" dimension scores highest.Conclusions: 1.The value factor presented in the questionare is the first consideration while students selected the swimmimg class. 2. The attitude of teachers who teaching swimming calss is friendly to students and students can understand the demand and the rules of the class. 3. The environment of swimming pool is safe. The students get together to attend the swimming class result in the feeling for environmental clean and convinence is not so good. 4. Too many students took the swimming class to affect their learing process. 5. Male students has stronger swimming skills, acknowledged motivation of goal and learning effects than female students, but no difference with learning satisfactions. The intent of students to continue their swimming sports in the future whether or not will be influenced by the learning motivation, learning satisfactions and learning effects.