成人的終身教育是二十一世紀全球化的議題，臺灣近年也追隨這股潮流，公布《終身學習法》，並鼓勵各縣市廣設社區大學，推展社會教育。音樂在人們的日常生活中無所不在，應是比一般領域學習更容易落實終身學習的活動，然而國內針對成人音樂學習的研究並不多。瞭解成人的音樂學習，首先是要瞭解其學習的動機，再者還需瞭解如何能使其持續參與學習。因此，本研究旨在瞭解社教機構音樂研習班學員的音樂學習動機及繼續學習因素，選擇臺北市社會教育館及社區大學音樂研習班學員為研究對象；同時進一步分析音樂研習班學員不同的班別、性別、年齡、最高學歷及音樂學習經驗等背景變項，對音樂學習動機及繼續學習因素的差異情形。

本研究採用問卷調查法，以立意取樣對臺北市社教館及社區大學的音樂研習班學員進行調查，使用自編的「成人音樂學習動機及繼續學習因素之調查問卷」作為工具，透過親自發放及寄發問卷的方式，共收得有效樣本343份。

本研究的主要發現如下：
一、臺北市社教機構音樂研習班學員的音樂學習動機以「求知興趣」向度對其參與課程的決定影響最大，且不同的班別、性別、年齡、最高學歷及音樂學習經驗的學員在音樂學習動機回應上有顯著差異。
二、臺北市社教機構音樂研習班學員的繼續學習因素十分多元，其中以「教師」的影響最大，且不同音樂學習經驗的學員在繼續學習因素的回應量上有顯著差異。

最後根據研究結果，對社教機構及未來的研究題出建議。

關鍵詞：成人音樂學習、音樂學習動機、繼續學習因素。

Lifelong Education is an issue of 21st century worldwide, by following this trend, the government of Taiwan promulgated the “Lifelong learning Act”, in order to promote social education, and encourage the establishment of community college at the same time. Music is ubiquitous in our daily life, and should fulfilled the concept of lifelong learning more easily than any other activities; however, only few study related to adult music learning were found. Understand the learning motivation is the first step to comprehend adults’ music learning, and get further to know how to keep adult students involved in music learning. Thus, the purpose of this study was to investigate the learning motivation and continuing study factors of adult students, who took music lessons in social education institutions in Taipei city. In addition, the study analyzed the gender, age, education level, and music learning experience of these adult students, as well as the different classes which they participated in, then compared these statistics to their learning motivations and continuing study factors.

This study utilizes the purposive sampling from the survey study method, collected 343 samples from the music classes of Taipei Cultural Center and community colleges in spring semester, 2015. By using a self-designed questionnaire, the researcher directly conducted the survey in person at the music institutions, as well as distributed the questionnaire to some institutions. The statistics suggest two conclusions as the following:
1. Adult students of social education institutions in Taipei city, whose music learning motivation was governed by “cognitive interest” dimension, as well as their gender, age, education level, music learning experience, and the different classes which they participated in. All these factors make the significant differences on music learning motivation.
2. Adult students of social education institutions in Taipei city, possessed multiple continuing study factors. Among these factors, the teacher influences their continuous study the most. In addition, the different music learning experience during the adulthood also made the significant differences to their continuing study factors.

Based on the findings above, the researcher would propose relevant suggestions to the social music education institutions and provide these outcomes for future research studies.

Keywords: Adult music learning, music learning motivation, continuing study factors.

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