本文想了解普遍安置於普通學校的學習障礙學生，因在校的學習經驗普遍都經歷許多的困難，且學校的學習適應可能因為隨著不同年級課程難度的加深，而造成更多的學習困擾。學習障礙學生主要在學校環境中感受較大的壓力，不僅因學業學習適應上感到困難，在社會互動上也比一般學生差。然而卻有部分的學習障礙生經歷長期的學業適應不佳，但仍然對學習依舊保持積極與主動。本研究採問卷調查法，以全台灣各縣市公私立高中職學習障礙學生為調查對象，而各縣市對學習障礙的障礙類型名稱未統一，且調查對象可能同時具有兩種以上的類型，為避免增加研究的複雜度，研究者未再細分受試者學習障礙之類別。本研究總計發出684份，回收497份，有效問卷94.16%。以描述性統計分析高中職學習障礙學生在學習經驗、希望感與學習信念的整體情形與樣本背景資料之分布情形。再者，以t考驗、單因子變異數分析探討學習障礙學生不同背景變項（性別、年級、學校類型）高中職學習障礙生在學習信念、希望感及學習信念之間的差異狀況。最後以Pearson積差相關、迴歸分析來探究三者之間的相關與預測情形。
研究發現如下：
(一)高中學習障礙學生學習信念與希望感尚佳，但學習經驗趨於負向。
(二)不同背景變項的高中職學習障礙學生僅有性別背景變項在學習經驗、希望感與學習信念上有顯著差異，其餘背景變項均無顯著差異。
(三)高中職學習障礙學生的學習經驗、希望感與學習信念兩兩之間均呈現顯著正相關。
(四)高中職學習障礙學生的學習經驗能有效預測學習信念，正向學習經驗能有效預測成長心態的學習信念；正負向學習經驗則能共同預測定型心態。
(五)高中職學習障礙學生的希望感，在學習經驗對學習信念上有部分中介效果，希望感各構念會在正負向學習經驗與定型心態之學習信念有部分中介效果；在正向學習經驗與成長心態之間扮演完全中介角色。

依據研究結果，提出本研究之研究建議學校環境能多提供學習障礙學生成功的學習機會、經驗與提升希望感，進而提高學習障礙學生的學習信念。

The purpose of this study is to explore of relationship between the learning experience, hope and learning beliefs of the high school students with learning disabilities.
In this study, the grand total provides 684 questionnaire, recycling effective questionnaire 497, the effective questionnaire recycling a rate 94.16%.
Data were analyzed with using the descriptive statistics, t-test and one-way ANOVA, Pearson’s product-moment correlation and multiple regression analysis. The following conclusions:

1.Students with learning disabilities at high school have a good sense of faith and hope, but their learning experience tends to be negative.
2.There were significant differences of learning experience, hope and learning beliefs only in gender, and no significant differences in other background variables.
3.There were positive correlations among the learning experience, hope and learning beliefs.
4.The learning experience can effectively predict the learning beliefs. Positive learning experience can effectively predict the growth learning beliefs; positive and negative learning experience can collaborative predict the fixed learning beliefs.
5.Hope of students served as a partial mediator in learning experience and learning beliefs.

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