本研究要旨在探索除廣設大學及少子化因素外,是否仍有其它因素造成新世代學生學習態度及學習成效低落的主因,其結果得提出重要訊息給教育方及政府方,以解決我國人才庫荒問題。 本研究選取嘉義市某技職高中的學生為研究對象,逕以親子關係、師生關係、同儕互動、媒體催化做為解釋學習態度的因子,探討上述四個因子,是否可藉由學習態度中介對學習成效造成影響。過程中採便利抽樣方式進行問卷測驗,問卷發放數,總計300份;其中未回收之問卷數,計13份;無效問卷數,計80份;將未回收數及無效數扣除後,最後得有效問卷數,計207份,回收率為69%;並以SPSS 20統計軟體進行分析,以驗證本研究各構面之論點。 研究結果顯示:(1)學習態度對學習成效有高度正向影響(2)親子關係對學習態度有高度正向影響(3)師生關係對學習態度有高度正向影響(4)同儕互動對學習態度有高度正向影響(5)媒體催化對學習態度有高度正向影響(6)親子關係、師生關係、同儕互動、媒體催化同時干擾學習態度時,媒體催化之影響效果產生弱化現象。 The purpose of this research is to explore whether there are other factors that cause the lower learning attitude and learning effect of the new generation of students in addition to the wide establishment of universities and the low birthrate. The result would be crucial for the education and government to solve the lost of talent. This study selects students from a vocational high school in Chiayi City as the research object, and uses parent-child relationship, teacher-student relationship, peer interaction, and media catalysis as factors to explain learning attitudes, and explores whether the above four factors can be mediated by learning attitudes to affect learning outcomes. Convenience sampling was used to conduct the questionnaire test during the process, and the number of questionnaires distributed was 300 in total; among them, the number of unrecovered questionnaires was 13; the number of invalid questionnaires was 80; The number of questionnaires was 207, and the recovery rate was 69%; and SPSS 20 statistical software was used for analysis to verify the arguments of each aspect of this study. The research results show that: (1) Learning attitude has a high positive impact on learning outcomes (2) Parent-child relationship has a high positive impact on learning attitude (3) teacher-student relationship has a high positive impact on learning attitude (4) Peer interaction has a high positive impact on learning attitude. Learning attitude has a high positive impact (5) Media catalysis has a high positive impact on learning attitude (6) When parent-child relationship, teacher-student relationship, peer interaction, and media catalysis interfere with learning attitude at the same time, the effect of media catalysis weakens.