本研究以契約學習的方式在「多元智慧潛能開發」這門課中進行教學，探討其對37位台灣大學生學習的影響。本研究以行動研究法進行，並搜集學生的學習契約、學生省思札記、學生作業與契約學習態度問卷進行量化與質化資料分析。研究發現，以契約學習引導大學生進行自我導向學習是可能的，並且契約學習的自我導向學習歷程與學習型態，有助於形塑大學生之自我導向人格特質與能力。除了邁向自我導向學習者的學習目標外，他們也完成了拓展自己某項智能，更了解自己，認識更多朋友，初嘗自我實現，願意冒險，勇敢嘗試新事物，有成就感，能與未來規劃接軌，成為有信心並能終身持續學習的人。

This study implemented action research to explore how the contract learning affects 37 undergraduate students in the course of “potential development of multiple intelligences” in Taiwan. Data were collected from students’ learning contracts, reflective notes, homework and questionnaires and were subsequently analyzed both quantitatively and qualitatively. The results show that it is possible for learning contracts to guide undergraduate students’ self-directed learning. The self-directed learning process and learning patterns of learning contract help shape self-directed personality traits and abilities of undergraduate students. In addition to achieve self-directed learners’ contract learning goals, they also completed an expansion of their own intelligence, have a better understanding of themselves, know more friends, experience the self-actualization, have willingness to take risks, have courage to try new things, have a sense of achievement, know how to plan their future, and become confident life-long learners.