本研究旨在瞭解大學生人格特質、成就目標與學習取向對學習成果之相關性，其中學習成果包括學業成績及由學生自評的學習獲益以進行討論。研究方法為問卷調查法，立意取樣清華大學大學部學生為研究對象，研究工具為「人格特質量表」、「成就目標量表」、「學習取向量表」及「獲益評估題組」，共回收有效問卷494份。統計方法包括t檢定、單因子變異數分析、積差相關分析與階層迴歸分析。研究結果如下：
學業成績部分，外向性、趨向表現及策略學習為顯著預測因素；在獲益評估總分部分，情緒穩定性、外向性、審慎性、開放性、趨向精熟、深層學習及策略學習為顯著預測因素。
而獲益評估分量表中，在「科學與科技」獲益部分，情緒穩定性、審慎性、親和性、逃避表現、趨向精熟及深層學習為顯著預測因素；在「通識與人文素養」獲益部分，開放性、深層學習及策略學習為顯著預測因素。在「個人與社會發展」獲益部分，外向性、審慎性、親和性及策略學習為顯著預測因素；在「求知技能」獲益部分，外向性、審慎性、開放性、趨向精熟及深層學習為顯著預測因素。而在「職業準備」獲益部分，趨向表現及策略學習取向為顯著預測因素。
最後，本研究根據研究結果進行討論並提出建議，以作為學習者、教育者、學校單位與未來研究參考。

This study investigated the relationships between personality traits, achievements goals, learning approaches and learning outcomes of college students. The learning outcomes are discussed in terms of academic achievement and various self-reported estimated learning gains. The participants were 494 undergraduate students from National Tsing Hua University in Taiwan. The results of this study were summarized as follows:
For academic achievement, extraversion, performance-approach goal, and strategic approach are significant predictors. For overall gain progress, emotional stability, extraversion, openness, conscientiousness, mastery-approach goal, deep approach and strategic approach are significant predictors.
Among the subscales of Gains Progress, while emotional stability, conscientiousness, agreeableness, performance-avoidance goal, mastery-approach goal, and deep learning are significant predictors for “science and technology”; openness, deep approach, and strategic approach are significant predictors for “general education and humanistic quality”. Whereas extraversion, conscientiousness, agreeableness, and strategic approach are significant predictors for “personal and social development”; extraversion, conscientiousness, openness, mastery-approach goal, and deep approach are significant predictors for “intellectual skills”. Finally, performance-approach goal and strategic approach significantly predicted “vocational preparation”.
Base on above results, we provide some concrete suggestions for college students, educators, and educational institutions.

中文摘要 i
英文摘要 ii
致謝頁 iii
目 錄 iv
圖 目 錄 viii
表 目 錄 ix
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與重要性 5
壹、 研究目的 5
貳、 研究之重要性 6
第三節 重要名詞釋義 6
壹、 大學生 6
貳、 人格特質 7
參、 成就目標 7
肆、 學習取向 7
伍、 學習成果 7
第二章 文獻探討 8
第一節 高等教育學習成果相關研究 8
壹、 國內外高等教育學習成果相關研究 8
貳、 CSEQ獲益評估題組相關研究 12
參、 小結 14
第二節 人格特質相關研究 15
壹、 人格特質內涵 15
貳、 人格特質與學習成果相關研究 17
參、 小結 20
第三節 成就目標相關研究 21
壹、 成就目標內涵 21
貳、 成就目標與學習成果相關研究 24
參、 小結 28
第四節 學習取向相關研究 28
壹、 學習取向內涵 28
貳、 學習取向與學習成果相關研究 33
參、 小結 35
第五節 人格特質、成就目標與學習取向之相關研究 35
第六節 綜合討論 37
第三章 研究設計與實施 41
第一節 研究架構 41
第二節 研究假設 42
第三節 研究對象與取樣方法 43
壹、 研究對象 43
貳、 研究取樣方式 43
第四節 研究工具 44
壹、 人格特質量表 44
貳、 成就目標量表 45
參、 學習取向量表 45
肆、 學習成果 46
第五節 研究流程 47
第六節 資料處理與分析 48
壹、 資料處理 48
貳、 統計分析 48
第四章 研究結果 50
第一節 大學生學習成果現況分析 50
壹、 大學生學業成績現況分析 50
貳、 大學生獲益評估現況分析 50
第二節 不同背景變項的大學生在學習成果的差異情形 53
壹、 性別因素與學習成果之差異分析 53
貳、 學院因素與學習成果之差異分析 55
參、 年級因素與學習成果之差異分析 56
第三節 大學生人格特質、成就目標、學習取向與學習成果之相關情形 57
第四節 大學生的人格特質、成就目標與學習取向對學習成果的預測性 61
壹、 學習成果 61
貳、 獲益評估分量表 68
第五節 綜合討論 87
壹、 背景變項在學業成績與獲益評估的差異 87
貳、 人格特質、成就目標、學習取向對學習成果有預測作用 87
第五章 結論與建議 93
第一節 結論 93
壹、 大學生在學習成果的分布情況 93
貳、 不同背景變項在學習成果的差異性 94
參、 背景變項、人格特質、成就目標及學習取向對學習成果的影響 96
第二節 研究限制與建議 105
壹、 研究限制 105
貳、 研究建議 106
參考文獻 113
附錄 123
附錄ㄧ 人格特質題組 123
附錄二 成就目標題組 124
附錄三 學習取向題組 125
附錄四 獲益評估題組 128

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