此節欲針對本研究所分析之結果，提出本研究之限制，並對於後續研究給予 建議，使其相關研究能夠更加深入。
一、 研究限制
（一）問卷研究之受測者效應
在研究方法裡的霍桑效應，係指受試者之心理因素干擾或影響研 究結果之現象，當受試者在回答問卷之問題時，知覺自己正在被觀察，
因而產生較不自然之反應，回答之答案與真實情況可能會有出入，而 影響研究結果；本研究中所使用之問卷調查中，受測之學生在填答時，
可能會出現高估自我學期總成績及排名之情形，或是若老師在旁引導、
觀看學生填寫問卷，也可能會讓受試學生對於學校、師資及課程相關 問題之滿意度較不敢於填寫真實內心的感受，而導致變項代表性會有 明顯差異。
（二）研究結果顯示相關性，非因果關係
因進行問卷調查之單位對於釋出資料之限制，因此，本研究只針 對103 學年度之問卷量化資料進行分析，探討非長期性之學生特性及 行為，且不同高二學生學習表現下之特性結果可能只能顯示其相關性，
不能夠給予絕對地因果關係之結論。
（三）子變項主觀性歸類
本研究是根據行為學習投入、情緒學習投入，以及認知學習投入 三個向度之定義，將此問卷調查之問題進行子變項之歸類，而此方法
隨著近兩年興起的「特殊選才」之入大學新管道，現在學校希望 能創造學生的多元化，讓學生透過同儕來理解並看到社會的不同層面，
因此，在定義學生的學習表現時，如果納入更全面性的觀察及標準化 的評量方式，而非本研究所使用的學科紙本測驗成績取向，或許在進 行相關研究時，可以看見學生在團隊合作、責任感、人際關係等重要 特質的面向，並獲得更有價值的結果。
（二）分析學生長期性資料
因本研究只針對 103 學年度的高二學生進行問卷調查，而較無法 觀察到學生長期性的行為和特性，以及其對於學習表現之影響。因此，
後續研究可以採用長期性的追蹤調查，以了解在不同階段的相同學生 群的變化，並做更延伸性之相關性研究。
（三）使用邏輯式迴歸，納入變項間之交互作用
從文獻回顧可知，在教學過程中，學生在行為、情緒及認知學習 投入向度會互相影響之外，在各學習投入向度之下的學生特性也可能 會相互依賴，然本研究假設子變項間是獨立存在，而未考慮變項之間 之影響，因而在模型分析結果只能提供較有限之資訊。因此，日後研 究可使用邏輯式迴歸中的累積機率模型等方法，更謹慎地檢視學習投 入變項的重要性及變項之間的相關性，以釐清影響學生學習表現之因 素。
參考文獻
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三、網路資料
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