在臺灣的教育改革歷程中，如何賦予學生學習自主性，並保留傳統所推崇的勤
學美德，向來是核心爭點。然而，過去少有針對臺灣學生學習信念之研究，亦無對
應的測量工具可供探討中西文化學習信念與學業表現之關聯。因此，本研究進行兩
項子研究：研究一目的為建構華人「學習美德觀」與西方「學習心智觀」兩種學習
信念，並發展具信效度之「雙元學習信念」量表。參與者為104 名高中學生（男生
53 名，女生54 名）。驗證性因素分析結果顯示：「學習美德觀」與「學習心智觀」各含三個因素，美德觀為「自我完善」、「角色義務」與「美德修練」；心智觀為「自我實現」、「興趣探索」與「心智精進」。兩信念中的三項因素皆對應「自我目標」、「學習動機」與「學習歷程」三個層面。研究二運用此量表，探討高中學生「雙元學習信念」與「學習滿意度」、「學習投入」、「學業表現」之間的關聯。研究二採問卷法，參與者為206 名高中學生（男生101 名，女生105 名）。結構方程模式徑路分析結果符合假設：（1）「學習美德觀」信念可預測「學習投入」程度；（2）「學習心智觀」信念可預測「學習滿意度」；（3）「學習滿意度」可預測「學習投入」程度，並且「學習投入」可預測「學業表現」。本研究之結果指出台灣高中學生的中、西文化學習信念對學習具有兩種不同功能，此研究對教育實務界瞭解當代臺灣學生所握持之學習信念，具有理論與實務上之參考價值。

The purposes of the research are to develop and examine a culture-sensitive scale reflecting high school students’ Chinese and western learning beliefs. Two studies were conducted for present purposes. Study one focuses on the development of the Dual Learning Beliefs Scale that includes two subscales: Virtue-oriented Belief Scale (VBS) and Mind-oriented Belief Scale (MBS). In this study, 104 high school students (53 males and 51 females) were recruited. The results of confirmatory factor analysis show that both subscales consisting of 3 factors related to self-goals, learning motivations, and learning processes. The VBS is made up by “Self-perfection”, “Role obligation” and “Virtue enhancement” while the MBS has factors ranging from “Self-actualization,” “Interest exploration,” to “Mind mastery.” Study two applies the scale in a dual learning model to test the effects of virtue- and mind-oriented beliefs on learning satisfaction, learning engagement and learning performance. A total of 206 high school students (101 males and 105 females) completed the Dual Learning Beliefs Scale and scales regarding other main variables. The path analysis of structural equation modeling reveals that (1) participants’ virtue-oriented belief directly predicts learning engagement, (2) their mind-oriented belief solely predicts learning satisfaction, and (3) learning satisfaction positively predicts learning engagement which could predict learning performance. In summary, the results indicate that among Taiwanese high school students, learning thrives through two sets of beliefs rooted in Chinese culture and western philosophy respectively. Both beliefs have their unique ways in engaging learning and boost positive outcomes. The finding is essential for academia and field practitioners to understand current Taiwanese teenage learners.

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