本研究旨在探究學業延宕滿足、成就動機與中學生學業成就之關係。便利取樣台灣中、北部14所學校共1,081名高一生為研究對象，並以「延宕滿足-學業版問卷」「個我取向／社會取向成就動機量表」為研究工具，運用獨立樣本t考驗、變異數分析、多變量變異數分析及多元逐步迴歸分析等方法進行統計處理。研究發現如下：（1）學業延宕滿足表現（ADOG）、個我取向成就動機（IOAM）、社會取向成就動機（SOAM）都是女生顯著地高於男生。（2）公私立學校與不同課程分流的中學生在ADOG與IOAM都有顯著的差異，SOAM則只有私立高中生高於公立高中生與私立高職生。（3）高IOAM或高SOAM者都有較高的ADOG，但學業成就則是高IOAM者或低SOAM者表現較佳。（4）不論IOAM、SOAM水準為何，只要ADOG較高就會有較佳的學業成就。（5）高學業成就者的IOAM與ADOG都顯著高於低學業成就者。（6）ADOG、IOAM對學業成就具有顯著的正向預測力，而SOAM則是負向作用。研究結果發現ADOG對高IOAM者與高SOAM者而言，是個可以用來達到不同目的的有效策略。

The present study examined the relationships among academic delay of gratification, achievement motivation and high school students’ academic achievement. A total of 1081 (565 boys, 507 girls, 9 unknown) tenth-grade students were recruited from 14 high schools in northern and central Taiwan through convenience sampling, that participated in this survey study using the delay of gratification-academic questionnaire (ADOG) and individual-oriented/social-oriented achievement motivation scale (IOAM/SOAM). The t-test, ANOVA, MANOVA and multiple stepwise regression analysis were used to analysis the data. The results are as follows: (1) Girls’ ADOG, IOAM and SOAM are higher than boys’. (2) Students of public/private school and different streaming of curriculum (senior high school/ senior vocational school/ comprehensive high school) showed manifest difference in ADOG and IOAM, but SOAM was not discrepant.(3) Either high IOAM or high SOAM students showed higher ADOG, but high IOAM or low SOAM students performed better academic achievement. (4) No matter what level of IOAM or SOAM was, students with higher ADOG performed better academic achievement. (5) Students with higher academic achievement had higher IOAM and ADOG than students with lower academic achievement (6) The ADOG and IOAM were significantly positive predicators for academic achievement, but SOAM was a negative one. Results show that the ADOG is a helpful strategy for students with differently oriented achievement motivation to get diverse goal.

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