本研究分調查及實驗研究兩大部分，主要目的有五：一是在瞭解高中職學生在知識信念與學習動機量表上的差異情形。二是分析不同背景變項的高職生在知識信念與學習動機量表上的差異情形。三是探究高職生知識信念與學習動機量表間的相關情形。四是比較接受/未接受焦點解決短期諮商的學生其知識信念與學習動機上的差異情形。五是探究接受焦點解決短期諮商的學生在知識信念與學習動機上想法與轉變情形。以提供高職教師及相關教育工作者作為輔導學生之依據。

本研究研究對象分為兩大部分：調查研究部分為台北縣兩所高中職，共12個班，463名學生為研究對象；實驗處理採用「焦點解決短期諮商」的個別諮商，以台北市一所高職學生，共37名學生為研究對象。本研究先藉由知識信念量表與學習動機量表為測量工具，瞭解學生在知識信念與學習動機量表上的差異情形，並藉由「焦點解決短期諮商」的介入，來探討學生在知識信念與學習動機的轉變情形。

研究結果發現：一、高中生在知識信念量表上的「知識簡單性」、「知識確定性」優於高職生。二、高職生在學習動機量表上的「價值」面向優於高中生。三、不同背景變項（性別、年級）之高職生在知識信念與學習動機量表上並無差異。四、高職學生的知識信念與學習動機存有正相關。五、實施「焦點解決短期諮商」後，實驗組學生在知識信念與學習動機量表上分數高於控制組學生。六、實施「焦點解決短期諮商的實驗輔導介入」有助於實驗組學生在知識信念與學習動機上的調整。

最後，研究者歸納及討論研究結果，提供輔導及相關教育工作者及未來研究之參考。

Investigation and experimentation are two major parts in this research , which aims : 1. to explore the difference between the senior high school students and vocational high school students in terms of their epistemological belief and learning motivation; 2. to study the effects of the demographic variables on the epistemological belief and learning motivation of the vocational high school students; 3. to discover the relationship between the epistemological belief and learning motivation of the vocational high school students; 4. to evaluate the effects of the solution-focused brief counseling on the vocational high school students; 5. to investigate the change in epistemological belief and learning motivation.

The research is composed of two parts. 463 senior and vocational high school students in the Taipei County were surveyed; meanwhile the solution-focused brief counseling was employed within the focused experimental group and intervened to investigate the change in epistemological belief and learning motivation.

The research findings indicate: 1. in regard to the epistemological simplicity and epistemological certainty, the senior high school students perform better than the vocational high school students; 2. the vocational high school students have stronger learning motivation; 3. demographic variables – sex and age, are not significant predictors for the epistemological belief and learning motivation; 4. a positive relationship between the epistemological belief and learning motivation of the vocational school students exists; 5. experimental group students perform better than the control group students in terms of the epistemological belief and learning motivation; 6. the solution-focused brief counseling enhances the adjustment in the epistemological belief and learning motivation.

Research findings are concluded and implications for the educators and future researches are proposed in the final chapter.

一、中文部分
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李珮琳（民93）：焦點解決取向團體諮商成效及其療效因子之分析研究-以國中低自尊學生為例。國立高雄師範大學輔導研究所碩士論文。
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許維素（民87）：由開始到結束：焦點解決短期諮商的基本流程。載於許維素等著，焦點解決短期心理諮商（29-34頁）。臺北市：張老師文化。
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陳秉華、許維素、李玉嬋、林世莉、洪莉竹、張佳雯、張德聰、葉貞屏、樊雪春（民95）：焦點解決諮商的多元應用。台北：張老師文化。
陳美文（民93）：運用焦點解決短期諮商對具網路沉迷現象之國中生之諮商成效探討。國立彰化師範大學輔導與諮商系碩士論文。
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陳淑娟（民92）：台北市高職學生職業自我概念與學習動機之相關研究。國立台北科技大學技術及職業教育研究所碩士論文。
陳雅雯（民92）：中部地區國小高年級學童自我概念、學習動機與學業成就之研究。台中師範學院諮商與教育心理研究所碩士論文。
陳萩卿（民94）：知識信念影響學習運作模式之驗證暨調整知識信念的教學策略對國中生學習歷程影響之研究。國立台灣師範大學教育與心理輔導研究所博士論文。
黃淑娟（民92）：原住民國中生的學習動機、學習策略與學業成就關係之研究。國立彰化師範大學教育研究所碩士論文。
黃漢耀（譯）（民93）：兒童與青少年焦點解決短期心理諮商。台北：張老師文化。Berg, I. K., & Steiner, T.（2003）：Children’s Solution Work.
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趙錫如（民77）：辭海。台北：將門文物出版有限公司。
劉佩雲（民94）：大學生知識信念與數位學習環境中知識管理能力之研究。管理與教育研究學報，4，57-84。
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蔡瓊華（民94）：高中學生知識信念、學習風格與學業成就之研究。國立彰化師範大學教育研究所碩士論文。
盧青延（民81）：我國國民中學補習學校學生學習動機、學習策略與學業成就關係之研究。國立師範大學社會教育研究所碩士論文。

賴香如（民93）：高高屏地區後期中等教育學生學習動機與學習策略之研究。屏東科技大學技術及職業教育研究所碩士論文。
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蘇世修（民92）：焦點解決取向團體諮商對國中男生生氣情緒管理效果之研究。國立臺灣師範大學教育心理與輔導研究所碩士論文。

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