本研究旨在探究國小三年級與五年級學童的歌聲發展狀況、歌唱學習動機、與兩者之間的相關情形，同時，分析不同年級、性別、校內音樂性社團經驗與校外器樂學習經驗等背景變項學童的歌聲發展狀況與歌唱學習動機是否具有差異。
本研究採用調查研究法，以方便取樣選取新北市某國小之三年級與五年級共143位學童為研究對象，使用莊敏仁建置的「兒童唱歌聲音測驗」工具，以及研究者根據Eccles的期望－價值理論所自編之歌唱學習動機問卷為研究工具，分別進行歌唱測驗與問卷調查，研究資料以描述性統計、獨立樣本t考驗及皮爾森積差相關等統計方式進行分析。
本研究的主要發現如下：
一、國小三年級與五年級學童的歌聲發展階段分布很廣，呈現出兩極化之現象，全體研究對象的歌聲發展階段平均數為第7發展階段，五年級學童的歌聲發展狀況略高於三年級學童。不同年級、性別、校內音樂性社團經驗與校外器樂學習經驗學童的歌聲發展狀況，皆未達顯著差異。
二、國小三年級與五年級學童的歌唱學習動機頗高，在期望信念與價值信念皆呈現肯定認同之態度。不同年級、性別、校內音樂性社團經驗與校外器樂學習經驗學童的期望信念皆達顯著差異，而價值信念僅在性別及校內音樂性社團經驗達顯著差異。
三、國小三年級與五年級學童的歌聲發展狀況與歌唱學習動機之間呈現顯著低正相關，五年級學童在此兩者的相關性高於三年級學童。
最後根據研究結果，對學校行政單位、音樂教師及後續研究提出建議。

The purpose of this study was to investigate the third and fifth graders’ singing voice development, learning motivation in singing, and the relationship between them. In addition, the study tried to analyze the implication of graders’ background variables, including grade level, gender, school music ensemble experiences, and outside school instrument learning experiences, to their voice development and learning motivation.
The survey method was utilized in this study. A convenience sampling was used to invite 143 third and fifth graders from an elementary school in Luzhou District at New Taipei City. There were two instruments applied in this study: (1) “Children's Singing Voice Measure” compiled by Ming-Jen Chuang (2010a), and (2) “Questionnaire of Learning Motivation in Singing” based on Eccles’ expectancy-value theory developed by the investigator. Statistical methods such as descriptive statistics, independent sample t test, and Pearson product-moment correlation were used to analyze data.
The results were as follows:
1.The development stage of the third and fifth graders’ singing voice was varied widely, which distributed over two opposing extremes. The average of the development stage was Stage 7 on the "Children's Singing Voice Measure”. The average of the fifth graders’ singing voice development stage was higher than the third graders’. The subjects’ grade level, gender, school music ensembles experiences, and outside school instrument learning experiences had no influence on their singing voice development.
2.The learning motivation in singing of the third and fifth graders were all positive, both on expectancy belief and value belief toward learning to sing. The subjects’ all four background variables had significant influence on their expectancy belief toward learning to sing. Only the variables of gender and school music ensembles experiences had significant influence on the subjects’ value belief toward learning to sing.
3.There was a significant low positive correlation between the third and fifth graders’ singing voice development and learning motivation in singing. The correlation of the fifth graders’ singing voice development and learning motivation was higher than the third graders’.
Finally, based on the research findings above, the researcher proposed relevant suggestions to the administration of schools, the music teachers, and future research studies.
Keywords: children’s singing voice development, learning motivation in singing, expectancy-value theory

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