本研究目的在於瞭解不同教育安置型態的高中職聽障學生，在人際適應、寂寞感與學習動機上的差異，其次分析這些變項間的關係，進而瞭解聽障學生之人際適應、寂寞感對學習動機的影響。研究過程採立意取樣方法。共抽取北部地區、中部地區及南部地區共9個縣市53校。其中包含臺北、臺中及臺南3所啟聰學校的高一到高三聽障學生。有效樣本共285人。研究工具包括「人際適應量表」、「寂寞量表」及「聽障學生學習動機量表」。所得資料以描述統計、單因子多變量變異數分析、典型相關與迴歸分析等統計方法進行處理。研究結果如下：
一、在整體人際適應上，一般高中職聽障學生與啟聰學校聽障學生有顯著差異存在。此差異主要來自於「負向同儕關係」和「師生關係」上：一般高中職的聽障學生，其負向同儕關係較低，且師生關係較佳。
二、在整體寂寞感上，一般高中職聽障學生與啟聰學校聽障學生有顯著差異存在。此差異主要來自於「寂寞無助」和「歸屬感弱」上：啟聰學校學生在「寂寞無助」和「歸屬感弱」上比一般高中職聽障學校聽障學生高。
三、在整體學習動機上，一般高中職聽障學生與啟聰學校聽障學生有顯著差異存在。此差異主要來自於「自我效能」上：啟聰學校聽障學生的「自我效能」較一般高中職聽障學生高。
四、人際適應與寂寞感之間有三組典型相關因素存在。
五、寂寞感與學習動機之間有一組典型相關因素存在。
六、人際適應與學習動機之間有兩組典型相關因素存在。
七、高中職聽障學生在人際適應的正向同儕關係、負向同儕關係、自我接納，可聯合預測整體學習動機。
最後，研究者依據本研究結果加以討論，並提出具體建議以做為高中職聽障學生教育安置決策、輔導工作及未來研究之參考。

The purpose of the study is to explore the differences and the relationships among interpersonal adjustment, loneliness and learning motivation of high-school hearing impaired students in terms of different educational placements and other background variables. The study also examined the predictive power of educational placement, interpersonal adjustment and loneliness to learning motivation of high-school hearing impaired students.
Participants are 285 high-school hearing impaired students (161males and 122 females) from 53 schools in 9 cities/counties (including 3 Deaf schools). The instruments applied in this study are Interpersonal Adjustment Scale, Loneliness Scale and Learning Motivation Scale for Hearing-Impaired Students. The obtained data were analyzed with descriptive statistics, one-way MANOVA, canonical correlation analysis and hierarchical regression analysis. The results are as follows:
1. On interpersonal adjustment, normal high-school hearing impaired students and Deaf school students are significantly different. Specifically, normal high-school students are at higher level on “negative peer relationship” and “teacher student relationship” than Deaf school students.
2. On loneliness, normal high-school hearing impaired students and Deaf school students are significantly different. Specifically, normal high-school students are at lower level on “intimate others” and “affiliative environment” than Deaf school students.
3. On learning motivation, normal high-school hearing impaired students and Deaf school students are significantly different. Specifically, Deaf school students are at higher level on “self efficacy” than normal high-school students.
4. The canonical correlation between interpersonal adjustment and loneliness is statistically significant.
5. The canonical correlation between loneliness and learning motivation is statistically significant.
6. The canonical correlation between interpersonal adjustment and learning motivation is statistically significant.
7. “Positive peer relationship”, “negative peer relationship” and “self acceptance” on interpersonal adjustment of hearing impaired students may predict learning motivation together.
According to the results, discussion, conclusions and suggestions were made for decision-making on educational placements, special education services and further researches.

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