國內逐漸興起對於自我決策能力的重視，而在注重學業成就的觀念下，學習投入的情形亦持續受到關注。目前學習障礙大學生在自主選修課程及專業科目的學習投入上仍持續遭受挫折與困難，但其自我決策能力與學習投入的研究卻不多。
本研究意圖探討學習障礙大學生在自我決策能力與學習投入之間的關係。研究設計採用調查研究法，以臺北市、新北市與桃園市，共11所科技大學進行調查，並以學習障礙學生為研究對象，總共收回151份有效量表與作為學業成就的111學年度上學習成績單。研究工具為大專校院身心障礙學生自我決策量表與大學生學習投入量表，收回的資料則運用描述性統計、差異分析、相關分析與迴歸分析依序進行探究。研究結果摘要如下：
一、學習障礙大學生本身自我決策能力與學習投入的評價偏高。
二、自我決策能力與學習投入具有性別差異，女學生得分普遍高於男學生，僅在學習投入的評量具統計上顯著差異。
三、自我決策能力隨著年級提升而增加，學習投入則具顯著年級差異。
四、自我決策能力與學習投入呈現統計上顯著正相關。
五、自我決策能力高之學習障礙大學生，可預測其學習投入程度越高。
經由研究結果，本研究可作為未來評估學習障礙學生能力及資源介入方式參考。

The importance of self-determination (SD) is gradually rising in Taiwan. Under the concept of emphasizing academic achievement, the situation of student engagement (SE) continues to receive attention. At present, college students with learning disabilities (LD) still suffer setbacks and difficulties from SE in independent elective courses and professional subjects. However, there are not many studies about SD and SE in college students with LD.
The purpose of this study is to investigate the relationship between SD and SE of college students with LD. The research design adopts a survey research method to collect data from eleven science and technology universities in Taipei City, New Taipei City, and Taoyuan City. A total of 151 valid scales and transcripts for 111-1 academic year were received. The research tools include the "Self-Determination Scale for College Students-Revised" and the "Learning Engagement Scale for College Students". The data is analyzed through descriptive statistics, difference analysis, correlation analysis and regression analysis. A summary of the research results is as follows:
1. College students with LD self-evaluate as having high SD and SE.
2. There are gender differences in SD and SE. Female students generally scored higher than male students, and the difference was statistically significant only in the assessment tool of SE.
3. SD increases with grade level, and SE has significant differences across grade levels.
4. There is a statistically significant positive correlation between SD and SE.
5. College students with LD who have high SD can be predicted to have higher levels of SE.
Based on the research findings, this study provides a reference for future assessment of the abilities and resource intervention methods for students with LD.

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