本研究旨在探討學生在學習歷程影響因素，使用微小發生學習分析方法透過歷程分析來探討國中學生在童軍體驗活動中所持有的信念、學習風格、意向及學習行為，並分析學習風格之訊息接收與表現的偏好，對於學習行為表現的關係。本研究以方便取樣，共蒐集了嘉義地區某國中298位學生學習風格資料及學習歷程反思資料，進行學習歷程分析，並從中選取九種學習風格典型學生，每種類型兩位，共十八位學生進行歷程分析，以瞭解典型學習風格偏好的學生在面臨學習任務時，其信念、態度、意向及最後表現出來的學習行為，進而探討學習風格對學習歷程的影響。
研究結論有：1.學生持有學習風格類型以均衡型的人數最多，而想像型最少，且在課程後學習風格有更典型的趨勢；2.學生在訊息接收上的歷程發展有一致性的特性，在學習歷程中，可以發現信念、態度、意向會影響學習行為，提升學習行為的控制能促使學習風格的轉動或擴展；3.學生的內在信念有可能影響學習風格，給予適時引導，轉化信念、態度，可提升行為意向及行動力；4.從在行為層次探究可發現具有概念層次的經驗學習理論、從具概念層次的學習歷程探究可呈現學習風格對學習歷程脈絡。本研究的建議：1.由內在的信念到外在行為為觀點的思維，有可能需要再設計信念實驗，以瞭解個人對於態度的態度；2.在臺灣有很多人從事體驗教育活動，很少有參與人員之過程經歷的研究，後續研究可再進行後設分析，以對比國外與臺灣學生的差異。3.經驗、感知、領會及概念化，可能都會個體在心理層面瞬間處理完成，而國中學生在口語表達心理意涵部份尚未成熟，建議若需要深入研究，可先從成年人著手，較有利於於資料的蒐集。

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