本研究之目的在於瞭解國小學童休閒動機對休閒行為之影響，探討晨讀十分鐘活動對國小學童學習上有無顯著正向效果。 以雲林縣某國小四年級的兩個班級為研究對象，採準實驗研究之「不等組前後測設計」，一班為控制組（28人），在早自修時間進行導師時間活動，另一班為實驗組（27人），利用早自修時間進行晨讀十分鐘活動，實驗處理時間為每天早自修十分鐘，每週五天，為期十六週，總共 800 分鐘。實驗前後以「閱讀行為量表」與「閱讀動機量表」對研究對象進行前、後測，並以前測分數為共變項，以後測分數為依變項，進行獨立樣本單因子共變數分析（ANCOVA），比較兩組學生的閱讀動機與閱讀行為。此外，並透過「圖書借閱紀錄統計表」與「晨讀活動回饋單」統計分析晨讀十分鐘對學童實際借閱行為之影響，來瞭解學童對晨讀十分鐘活動之看法。 研究結果顯示，晨讀十分鐘活動有助於提升國小學童的閱讀動機、可促進國小學童之閱讀行為及實際借閱行為，對於國小學童之國語月考成績有顯著進步之影響，而接受晨讀十分鐘活動之學童，對晨讀十分鐘活動都有正向肯定之態度。 The purpose of this study was to understand the influence of leisure motivation on leisure behavior of the primary students, and to research the ten-minutes reading in the morning for the students’ learning activities will be positive effects or not. We studied between two independent classes of grade fourth primary students in Yunlin County, with the quasi-experimental design of "Nonequivalent pretest-posttest designs". One class was to be the control group, in the early self-study time to proceed the tutor time activities. The other class was to be the experimental group, to conduct activities of ten-minutes reading in the morning. The processing time for the experimental ten minutes in the self-study time every morning, five days a week, for a period of sixteen weeks, a total of 800 minutes. With the "reading behavior scales" and the "reading motivation scale" to proceed the pre-test and post-test for the students, the test scores before the scales as covariates, after the scales as dependent variables, carry out an independent sample of one variable factor analysis（ANCOVA）. Comparison of the two groups of students' reading motivation and reading behaviors, with the "library statistics record" and the "feedback sheet of morning reading activities" in order to understand the views of ten-minutes reading for the students. The main research results showed that: Ten-minutes reading in the morning will enhance the primary students’ reading motivation, and positively affects the primary students’ reading behavior and lending activities. After implement ten minutes reading in the morning activities, the primary students’ monthly national language exam results have significant progress. Ten-minutes reading in the morning increases students’ positively views of reading.
