1. 熟悉各動機理論、自我調節學習及學習相關行為等觀點學說，做為探討教育研究問題之基礎。
2. 運用動機理論、鼓勵自我調節學習及增加適應性學習行為，提升學生之學習動機與學業成就。
3. 能針對某一種動機理論、自我調節、學習行為做一較完整之探討，並思考在教育實務上之應用。
4. 與修習課程之同儕分享探討某一議題之成果，並養成與同儕對話、參與課堂討論，提出個人觀點之學習方法。
5. 學會對同儕報告內容，提出批判性思考，並虛心接納同儕的建議與意見。
6. 主動關心對學習動機、自我調節、學習行為等相關議題之探討。
7. 能針對某一主題，掌握國內、外相關文獻，瞭解資料收集在研究上所的重要性。
8. 突破西文閱讀開始時的可能性障礙，並勇於突破自我，接受新的挑戰。

1. Be familiar with various dynamic mechanism discussions, self-tuning learning and learning related behaviors and other perspectives, and serve as the basis for exploring educational research issues.
2. Use motor theory, encourage self-tuning and increase appropriate learning behaviors, and improve students' learning motors and academic achievements.
3. Be able to make a complete exploration of a certain dynamic theory, self-tuning, and learning behavior, and think about its application in educational practice.
4. Share and explore the results of a certain topic with the same class, and develop discussions with classmates, participate in class, and propose learning methods for personal views.
5. The association will put forward critical thinking on the content of the students' reports, and accept their suggestions and opinions in a close manner.
6. Actively focus on exploration of related issues such as learning motors, self-tuning, and learning behavior.
7. Be able to identify a topic, master domestic and foreign related literature, and understand the importance of data collection in research.
8. Break through the possibility barriers at the beginning of Western reading, and be brave enough to break through yourself and accept new challenges.

1. Pintrich, P., Schunk, D., & Meece, J. (2008). Motivation in education: Theory ,
2. research and application 3nd. New Jersey: Prentice Hall.（必備

1. Pintrich, P., Schunk, D., & Meece, J. (2008). Motivation in education: Theory ,
2. research and application 3nd. New Jersey: Prentice Hall. (Required