本研究以嘉義市某私立中學國中生爲研究對象，探討學生『學習態度與地震防災素養』之現況，分析不同背景變項的學生在學習態度與地震防災素養的差異情形，並瞭解學生學習態度與地震防災素養之間的關聯性爲何？總共發放619份問卷，回收579份，有效問卷為548份，其有效問卷回收率為88.52％。運用SPSS統計軟體分析處理所得資料，以描述性統計、信度、T檢定、單因子變異數及典型相關分析等方法，歸納研究結論為：(1)不同背景學生的學習態度呈現部分顯著差異。(2)不同背景學生的地震防災素養呈現部分顯著差異。(3)兩變項之間存在兩對典型相關組合，第一對顯示學習態度的「學習的觀點」、「學習動機」及「學習表現」構面與地震防災素養的「地震防災知識」、「地震防災態度」與「地震防災技巧」等構面呈高度正相關。第二對顯示學習態度的「學習動機」及「學習表現」構面與地震防災素養的「地震防災態度」構面呈正相關，但解釋力稍弱。 This research takes middle school students from a private high school in Chiayi City as the research object, discusses the current situation of students' “learning attitude and earthquake disaster prevention literacy”, analyzes the difference between students' learning attitude and earthquake disaster prevention literacy with different background variables, and understands students' learning attitude What is the correlation with earthquake disaster prevention literacy? A total of 619 questionnaires were distributed, 579 were recovered, 548 were valid questionnaires, and the recovery rate of valid questionnaires was 88.52%. Using SPSS statistical software to analyze and process the obtained data, using methods such as descriptive statistics, reliability, T test, single-factor variance and canonical correlation analysis, the research conclusions are summarized as follows: (1) There are some significant differences in the learning attitudes of students with different backgrounds.(2) There are some significant differences in the earthquake disaster prevention literacy of students with different backgrounds.(3) There are two pairs of canonical correlation combinations between the two variables. The first pair of “Learning Perspectives“, “Learning Motivation” and “Learning Performance” dimensions of the learning attitude and the “Earthquake Disaster Prevention Knowledge“, “Earthquake Disaster Prevention Attitude” and “Earthquake Disaster Prevention Skills” of earthquake disaster prevention literacy. The second pair of “learning motivation” and “learning performance” dimensions showing learning attitudes are positively correlated with the “earthquake disaster prevention attitude” dimension of earthquake disaster prevention literacy, but the explanatory power is extremely weak.
