英語教育者與研究者一般都會同意，如果能提升學生學習英語的動機，學生在學習過程中能更加主動積極，英語學習的效果也會有顯著提升。但由於「動機」為一複雜且多面向的概念，無法用單一定義了解它的全貌，因此學者們逐漸轉而研究它的子概念與組成要素。
　　「意圖」即為動機的組成因子與來源之一，意圖在心理學領域被分為「目標意圖」與「條件式意圖」兩個部份。但過去的研究結果顯示，如果只擁有目標意圖，個人在朝目標努力的過程中，可能會因為外在因素干擾，而造成無法達成目標的結果，但如果個人同時擁有條件式意圖，達成目標的機率則會大幅提升。就英語學習而言，如果學生能具備條件式意圖，英語學習的目標應該也會較容易實現。
　　因此，本研究目的為探討台灣中學生英語學習條件式意圖之結構，藉由設計出一個同時具有信度和效度的量表，用以測量學生所具備的英語學習條件式意圖，將有助於瞭解學生的心理傾向和學習行為，所得到的資訊可增進英語學習的效果。
　　本研究以試題反應理論(IRT)的Rasch模式驗證此量表的品質，研究結果顯示，此量表為一單向度的量表，影響學生答題的唯一變項即為個別學生所具備條件式意圖之程度；而經過差異試題功能(DIF)的檢定，也證實即使學生來自不同族群或性別，所具備條件式意圖程度相同的個人，在答題的選擇上，機率也為相同，因此本研究之量表確為一有效測量學生英語學習條件式意圖之量表。
　　此研究結果可供台灣英語教育者用以瞭解學生英語學習的意圖與行為，未來研究者也可就本研究之基礎上持續探討學生條件式意圖與英語學習成果的關係，以期能有益於學生達成英語學習的目標。

Teachers and researchers of second language acquisition (SLA) generally agree if students possess the motivation for language learning, they are likely to reach their learning goals. However, “motivation” is such a complex and multi-faceted concept that no single definition can describe and explain it completely. Therefore, researchers gradually turn to examine its components and sub-concepts.
“Intention”, as one of the motivational sources, has attracted researchers’ attention in the field of psychology, and it can be divided into “goal intention” and “implementation intention”. In traditional theories of goal-striving, goal intention was regarded as the most important factor to determine whether a goal can be achieved. However, the empirical evidence in the past indicated that even with strong goal intention, one may eventually fail to attain their goals due to some implementation problems. Therefore, researchers have recognized it takes implementation intention to come into play so that one’s goal may be accomplished.
Accordingly, with implementation intention, English learners’ learning goals may be more likely to be attained as well. The present study aims to understand the structure of high school students’ implementation intentions for English learning by developing a valid and reliable scale to measure them. With the information of the results, students’ learning inclinations and behaviors can be understood.
The present scale of implementation intentions for English learning is validated with the Rasch measurement model based on Item Response Theory (IRT). The results show that the scale is unidimensional, and the only variable affecting students’ responses is the level of implementation intentions of each student. Additionally, there is no differential item functioning existing in the scale, which means the items of the scale do not discriminate students of different gender or educational level. The results provide evidence that the present scale is valid and well-designed.
The implications and significance of the present research are, for teachers, it can function to measure and understand students’ implementation intentions for English learning, both in class and after class; it also serves as a preliminary foundation for researchers to continuously probe into the issue in the future.

Aarts, H., Dijksterhuis, A.,& Midden, C. (1999). To plan or not to plan? Goal achievement of interrupting the performance of mundane behaviors. European Journal of Social Psychology, 29, 971–979.
Achtziger, A., & Gollwitzer, P. M. (2008). Motivation and volition in the course of
action. In J. Heckhausen and H. Heckhausen (Eds.), Motivation and action (pp.
272-295). New York: Cambridge University Press.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl
and J. Beckman (Eds.), Action-control: From cognition to behavior (pp. 11-39).
Heidelberg, Germany: Springer.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and
Human Decision Processes, 50, 179-211.
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social
behavior. Englewood-Cliffs, NJ: Prentice-Hall.
Armitage, C. J. (2004). Implementation intentions and eating a low-fat diet: A randomized controlled trial. Health Psychology, 23, 319-323.
Bamberg, S. (2002). Implementation intention versus monetary incentive comparing the effects of interventions to promote the purchase of organically produced food. Journal of Economic Psychology, 23, 573−587
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.
Psychological Review, 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American
Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive
theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52 (1), 1–26.
Brandstätter, V., Heimbeck, D., Malzacher, J. T., & Frese, M. (2003). Goals need implementation intentions: The model of action phases tested in the applied setting of continuing education. European Journal of Work and Organizational Psychology, 12, 37-59.
Brändstatter, V., & Lengfelder, A., & Gollwitzer, P. M. (2001). Implementation
intentions and efficient action initiation. Journal of Personality and Social
Psychology, 81, 946-960.
Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman. (pp. 1-19).
Chamot, A. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130.
Chapman, M., & Skinner, E. A. (1985). Action in development - development in action. In M. Frese & J. Sabini (Eds.), Goal directed behavior: The concept of action in psychology. 200-213. Hillsdale. NJ: Erlbaum.
Cohn, E., Cohn, S. & Bradley, J. (1995). Notetaking, working memory, and learning in principles of economics. Research in Economic Education, 26, 291-307.
Crawley, F. E., & Koballa, T. R. (1992). Hispanic-American students’ attitudes toward enrolling in high school chemistry. A study of planned behavior and belief-based change. Hispanic Journal of Behavioral Sciences, 14, 469–486.
Dai, M. H., & Tseng, W. T. (2001). Constructing an L2 Motivational Model of Planned Learning Behavior. Unpublished doctoral dissertation, National Taiwan Normal University, Taipei City.
Dholakia, U. M., & Bagozzi, R. P. (2003). As time goes by: How goal and
implementation intentions influence enactment of short-fuse behaviors.
Journal of Applied Social Psychology, 33, 889–922.
Dieffendorff, J. M., & Lord, R. G. (2003). The volitional and strategic effects of planning on task performance and goal commitment. Human Performance, 16, 365-387.
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29, 55-84.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language
Teaching, 31, 117- 135.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2
motivation. Working Papers in Applied linguistics (Thames Valley University,
London), 4, 43-69.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and
development. Philadelphia: Psychology Press.
Einstein, G. O., McDaniel, M. A., Williford, D. L., Pagan, J. L., & Dismukes, R. K. (2003). Forgetting of intentions in demanding situations is rapid. Journal of Experimental Psychology, 9, 147-162.
Faerch, C., & Kasper, G (1983). Plans and strategies in foreign language communication. In C. Faerch & G. Kasper (Eds.). (1983) Strategies in interlanguage communication (pp. 20-60). London: Longman.
Gardner, R. C. (1985). Social psychology and language learning: The role of attitudes
and motivation. London: Edward Arnold.
Gollwitzer, P. M. (1990). Action phases and mind-sets. In E. T. Higgins & R. M.
Sorrentino (Eds.), Handbook of motivation and cognition: Foundations of social
behavior (Vol. 2, pp. 53-92). New York: Guilford.
Gollwitzer, P. M. (1993). Goal achievement: The role of intentions. In W. Stroebe &
M. Hewstone (Eds.), European review of social psychology (Vol. 4, pp. 141-185). Chichester, UK: Wiley.
Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans.
American Psychologist, 54, 493-503.
Gollwitzer, P. M., & Brändstatter, V., (1997). Implementation intentions and effective
goal pursuit. Journal of Personality and Social Psychology, 73, 186-199.
Gollwitzer, P. M., & Oettingen, G. (2011). Planning promotes goal striving. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (2nd ed., pp. 162–185). New York \London: Guilford Press.
Gollwitzer, P. M., & Oettingen, G. (2013). Implementation Intentions. In Encyclopedia of Behavioral Medicine, (pp. 1043-1048). New York: Springer Verlag.
Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal
achievement: A meta-analysis of effects and processes. Advances in
Experimental Social Psychology, 38, 249-268.
Gorsuch, G. (1998). Yakudoku EFL instruction in two Japanese high school classrooms: An exploratory study. JALT Journal, 20 (1), 6-32.
Gorsuch, G. (2000). EFL educational policies and educational cultures: Influences on teachers’ approval of communicative activities. TESOL Quarterly, 34 (4), 675-710.
Hechhausen, H. (1991). Motivation and action. New York: Springer- Verlag.
Holland, R. W., Aarts, H., & Langendam, D. (2006). Breaking and creating habits on the working floor: A field-experiment on the power of implementation intentions. Journal of Experimental Social Psychology, 42, 776−783.
Koestner, R., Lekes, N., Powers, T. A., & Chicoine, E. (2002). Attaining personal goals: self-concordance plus implementation intentions equals success. Journal of Personality and Social Psychology, 83, 231-244.
Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward acomprehensive theory of action control. In B. A. Maher (Ed.), Progress in experimental personality research (Vol. 13, pp. 99-171). New York: Academic Press.
Kuhl, J. (2002). A functional-design approach to motivation and self-regulation.
In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.111-169). San Diego: Academic Press.
Leung, M., & Waugh, F. (2010). A Rasch Measure of Career Decision-Making Self-Efficacy, Applications of Rasch Measurement in Education, ed Russell Waugh, New York, United States of America, Nova Science Publishers, Inc., pp 119-141.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance.
Englewood Cliffs, NJ: Prentice Hall.
MacIntyre, P., MacMaster, K., & Baker, S. (2001). The convergence of multiple models of motivation for second language learning: Gardner, Pintrich, Kuhl, and McCroskey. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report#23, pp. 461-492). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
Milne, S. E., Orbell, S., & Sheeran, P. (2002). Combining motivational and volitional interventions to promote exercise participation: Protection motivation theory and implementation intentions. British Journal of Social Psychology, 7, 163–184.
Nishino, T. (2011). Japanese high school teachers’ beliefs and practices regarding communicative language teaching. JALT Journal, 33 (2), 131-155.
O'Malley, J. M., Chamot, A., Stewner-Manzares, G., Kupper, L. & Russo, R. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly 19/3, 557-584.
Ong, C.G., & Waugh, R. (2010). Rasch Measures of an Authentic Chinese Language Test at Cambridge "A" Level Standard, Applications of Rasch Measurement in Education, ed Russell Waugh, New York, United States of America, Nova Science Publishers, Inc., pp 223-242 (2010)
Orbell, S., Hodgkins, S., & Sheeran, P. (1997). Implementation intentions and the theory of planned behavior. Personality and Social Psychology Bulletin,
23, 945−954.
Orbell, S., & Sheeran, P. (2000). Motivational and volitional processes in action initiation: A field study of the role of implementation intentions. Journal of Applied Social Psychology, 30, 780-797.
Oxford, R., & Ehrman, M. (1988). Psychological type and adult language learning strategies: a pilot study. Journal of psychological Type, 16, 22-32.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Parks-Stamm, E. J., Gollwitzer, P. M., & Oettingen G. (2007). Action control by implementation intentions: Effective cue detection and efficient response initiation. Social Cognition, 25, 248-266.
Pintrich, P. L., & Schunk, D. H. (1996). Motivation in education: theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.
Prator, C. & Celce- Murcia, M. (1979). An outline of language teaching approaches. In M. Celce- Murcia & L. McIntosh (Eds.), Teaching English as a second or foreign language. Rowley, MA: Newbury House.
Purpura, J. (1997). An analysis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47, 289-325.
Reddington, L. A. (2011). Gender Difference Variables Predicting Expertise in Lecture Note-taking. (Doctoral dissertation, Graduate School of Psychology, Columbia University). Retrieved from file:///C:/Users/Juang%20You-Ching/Downloads/Reddington_columbia_0054D_10126.pdf
Reddington, L. A., Sumowski, J. F., Johnson, K, & Peverly, T. S. (2006). Gender Differences and Expertise in Lecture Note-Taking Presented at the 18th
Annual Meeting of the American Psychological Science, New York, NY.
Schwarz, N. & Oyserman, D. (2001) Asking Questions about Behavior: Cognition,
Communication, and Questionnaire Construction. American Journal of Evaluation, 22, 127-160.
Sheeran, P., Webb, T. L., & Gollwitzer, P. M. (2005). The interplay between goal intentions and implementation intentions. Personality and Social Psychology Bulletin, 31, 87-98.
Tan, C., & Waugh, F. (2010). A Unidimensional Rasch Measure of Motivation in Science and Mathematics, Applications of Rasch Measurement in Education, ed Russell Waugh, New York, United States of America, Nova Science Publishers, Inc., pp 77-94.
Tomkinson, E., & Humphry, S. (2011). The Gifted Classroom Satisfaction Questionnaire: A Rasch Instrument. (Master thesis, Graduate School of Education, University of Western Australia). Retrieved from http://link.springer.com/chapter/10.1007%2F978-94-6091-493-5_9#page-1
Verplanken, B., & Faes, S. (1999). Good intentions, bad habits, and effects of forming
implementation intentions on healthy eating. European Journal of Social Psychology, 29, 591-604.
Webb, T. L., & Sheeran, P. (2004). Identifying good opportunities to act:
Implementation intentions and cue discrimination. European Journal of Social
Psychology, 34, 407-419.
Webb, T. L., & Sheeran, P. (2006). Does changing behavioral intentions engender
behavior change? A meta-analysis of the experimental evidence. Psychological
Bulletin, 132, 249-268.
Wieber, F., & Gollwitzer, P. M. (2010). Overcoming Procrastination through Planning. In A. Chrisoula & D.W. Mark (Eds.), The Thief of Time: Philosophical Essays on Procrastination. Oxford University Press, 2010.