學習動機的引發與維持，最初是透過物質的或社會性的後效增強，進而到以內在 酬賞和自尊為基礎的後效增強，再進而到認同學習目標和價值觀，最後則對學習本身產生興 趣，也就是說兒童學習動機的內化歷程是由外律開始到內攝自律再到認同自律，最後到達統 整自律的階段。在這樣的內化歷程中，影響動機的變項極多，本研究僅探討外在酬賞或社會 性的增強、勝任感、自我效能感、學習價值與對成功的期望、控制感等變項對兒童動機內化 的影響。

　　　　　The learning motivation was fired and preserved by the contingency reinforcement of the external reward and social approval at first, then contingency reinforcement of the internal reward and self-esteem, followed by identification of the learning goal and value. Finally, the interest of learning will generated from the learning itself. That is to say, the external regulation is the first step in the process for internalization of child learning motivation, then introjected regulation, followed by identified regulation, and finally integrated regulation. The learning motivation was influenced by many variables in the process of internalization, only several important variables such as external reward or social reinforcement, feelings of competence, perceptions of self-efficacy, learning value and expectation for success, perceptions of control were detected in this study.