面對資訊科技教育的全球潮流，台灣也將其列為必修，但實施上遇到問題。家長因此轉向補習教育，程式設計補習班的需求增加。儘管動機自主性對學習程式有顯著影響，但補習程式設計動機的相關研究卻有限。因此本研究期望探究學生程式設計補習的動機及持續意願之相關性，並了解不同背景參與者在這些構面間的差異。
本研究的理論基礎為 「自我決定論 ( Self-Determination Theory, SDT ) 」 ( Deci & Ryan, 1985 )，綜合相關研究後建構出研究架構。本研究參與者為台灣某兒童程式設計教育機構之三年級以上學生，藉由問卷收集參與者的家庭背景、補習動機及持續意願等資料，研究過程皆確認了調查的匿名和自願性。經過施測，最後保留了 205 個有效樣本進行研究，均為國小三年級至國中的學生，分佈在各縣市。
研究結果發現： (1) 研究參與者展現出較高的自主動機、較低的受控動機及無動機 (2) 年級與內在調節構面呈負相關，但與其他動機構面無關 (3) 不同家長學歷、經濟狀況、居住地區在各動機構面上並無差異 (4) 越自主的動機與持續補習意願越呈正相關，而無動機則與持續意願呈負相關 (5) 在動機連續體中，越接近的動機之間越呈正相關，越遠的動機之間越容易呈負相關 (6) 相對於學校，研究參與者較認同補習班的程式設計課程與師資。
建議未來可探討學生在學科上的年級與動機的相關性、性別與城鄉之間的差異、學生對學校與補習班的程式課程態度存在差異的原因。

Faced with the global trend of information technology education, Taiwan has made Information Technology a compulsory subject in its K-12 school curriculum. It resulted in an increasing demand for after-school programming classes. As motivation is an important factor for students’ learning, particularly self-motivation affects students learning programming, studies on student’s motivation to take after school programming classes is very limited. This study explores the relationship between students' motivation and willingness to continue attending after-school programming classes, as well as how students’ different backgrounds correlates with their motivation.
The study is based on the Self-Determination Theory (SDT) (Deci & Ryan, 1985). Participants in this study were grades 3 to 9 students, who attended a children's coding education institution in Taiwan. Participants’ family background, motivation, and willingness to continue taking classes were collected through a questionnaire. The research process ensured the anonymity and voluntariness of the participants. A total of 205 valid participant data were collected. Participants distributed across various counties and cities.
The research findings are as follows: (1) Study participants displayed higher autonomous motivation, lower controlled motivation and amotivation. (2) Grade level negatively correlated with intrinsic regulation, but had no correlation with other motivational regulations. (3) Parental educational background, economic status, and residential area showed no differences across various motivational dimensions. (4) Higher autonomous motivation correlated positively with the willingness to continue taking after-school programming classes, while amotivation correlated negatively. (5) In the motivational continuum, motivations that are closer together were more positively correlated, while those that are more distant were more likely to be negatively correlated. (6) Compared to schools, participants favored the curriculum and teaching provided in the after-school programming classes.
Future research could explore the correlation between students' grade level and subjects on their motivation. By revising the sampling method, future research should further investigate the effects of genders and urban/rural areas, and students’ attitudes towards school classes and after-school classes.

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