本研究目的在於探討學生的學習行為模式對其學習成效的影響，而學習模式可由人格特質與學習行為表徵來觀測，且這裡所指的學習成效，在此主要是探討理化學習的成績。本研究研發「學習行為表徵量表」與「人格特質量表」作為本研究觀測的依據。問卷分析方法在此是用描述性統計、獨立樣本t檢定、相關分析。本問卷施測對象為國中三班二年級的學生，共發放111份問卷，實際回收有效問卷為98份。在學習行為表徵中將以反覆練習所學過事物的「精熟性」、喜好理論與注重連結的「理解性」」、經常發揮想像力與創造力的「自表性」、喜好團體合作與互動的「人際性」來區分；而在人格特質上則是分為:容易緊張的「敏感特質」、富於好奇心的「開放特質」、活潑喜好交朋友的「外向特質」、有禮貌且容易相處的「友善特質」、謹慎且有責任感的「嚴謹特質」五個特質。

研究結果發現:
1.在學習者的學習行為表徵中「精熟性」、「理解性」、「人際性」表徵的特性強度，對於理化的學習成效有顯著的影響。
２.在學習者的人格特質中「嚴謹特質」與「外向性」的強度，對於理化的學習成效有顯著的影響。
３.在學習者的人格特質中「開放特質」的強度，對於學習行為表徵中的「自表性」、「精熟性」與「理解性」有顯著的影響。
4.在學習者的人格特質中「嚴謹特質」的強度，對於學習行為表徵中的「理解性」、「精熟性」與「人際性」有顯著的影響。

關鍵字:學習行為表徵、人格特質、學習成效

This research studies the Learning effect, which is influenced by student’s learning behavior model that can be observed by student’s characteristic of personality and representation of learning behavior. In this research, Learning effect is mainly based on student’s study performance of physics and chemistry. 「Representation of Learning Behavior Scale」and 「Personality Trait Scale」 are the observation basis of this research. Data obtained in this study were analyzed by applying descriptive statistics, T-test and relevant analysis. The Examinations of questionnaires are the students of class three, the second grade of junior high school. Total questionnaires are 111, effectvely receipted are 98. Representation of learning behavior includes four different characteristics: 「Mastery」 that learning is base on repeatedly practicing,「Understanding」 that student’s learning is base on understanding and the linking of theory,「Self-Expressive」 that student is good at imagining and creation, 「Interpersonal」 that student prefers interaction and cooperation with others. Personality trait includes five different characteristics: 「Neuroticism」 that easily nervous, 「Openness」 that full with curiosity, 「Extraversion」 that like making friends, 「Agreeableness」 that polite and easy to get along, 「Conscientiousness」 that discreet and responsible.

The result of study:
1. The intensity of some representation of learning behavior, 「Mastery」, 「Understanding」and 「Interpersonal」 have obvious influence over the study performance of physics and chemistry.
2. The intensity of some personality trait, 「Conscientiousness」and 「Extraversion」 have obvious influence over the study performance of physics and chemistry.
3. The intensity of one personality trait, 「Openness」 has obvious influence over three of the Representation of learning behavior , 「Self-Expressive 」, 「Mastery」and 「Understanding」.
4. The intensity of one personality trait, 「Conscientiousness」 has obvious influence over three of the Representation of learning behavior ,「Understanding」, 「Mastery」and 「Interpersonal」.

Key words: representation of learning behavior, personality trait, learning effect

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