國內資訊科技領域人才短缺已造成國內企業發展的阻礙，國家發展委員會2021年公布其中一項因素「在職人員技能或素質不符」更是禿顯出在職IT人員需要補強自身能力的事實。我們從「iT邦幫忙鐵人賽」觀察到人們自主性與持續性發起對自己資訊科技的學習與挑戰。本研究希望透過自我決定理論探索參賽的內在動機跟外在動機，以恆毅力了解參賽者們的熱情與毅力程度，並檢視內外在動機與恆毅力對滿意度與持續意圖的影響。
本篇之研究目的為探討「iT邦幫忙鐵人賽」持續參賽的意圖，我們針對「十二屆iT邦幫忙鐵人賽」的參賽者進行兩階段的問卷調查，開賽時發送第一階段問卷，完賽時根據有填寫第一階段且成功完賽人員發送第二階段問卷。第一階段回收267份，第二階段問卷回收148份。
研究結果顯示，這些參賽者們的內在動機對於滿意度跟恆毅力有正向影響，外在動機對於滿意度跟恆毅力無顯著影響，滿意度對恆毅力有正向影響，滿意度跟恆毅力都對持續意圖有正向影響。

The shortage of IT talents is causing hindrance to the development of domestic enterprises. One of the factors being announced by The National Development Commission in 2021, is the “incumbent skill or quality mismatch of the in-service staff”, which highlights the fact that in-service IT personnel need to strengthen their competencies. We have observed from the “IT Home Ironman” that people are taking the initiatives to learn and challenge themselves with information technology on an autonomous and continuous basis. This study intends to explore the intrinsic and extrinsic motivations of the participants through self-determination theory, to better understand the level of passion and perseverance through grits, and also to examine the effects of internal and external motivations and perseverance on satisfaction and intention to continue participating.
The purpose of this study is to investigate the intention of continuous participation in the “IT Home Ironman”. We have conducted a two-stage questionnaire survey for the participants of the “IT Home 12th Ironman”, with the first-stage questionnaires being sent to them at the beginning of the competition, and sending out the second-stage questionnaires to those who have completed the first-stage and finished the competition. 267 questionnaires have been replied in the first-stage, while 148 questionnaires have been replied in the second-stage.
The result of this study shows that the intrinsic motivation of these participants has positive effect on their sanctification and grit, while the external motivation has no significant effect on either. Satisfaction has positive effect on grit, and satisfaction and grit have positive effect on the intent to continue participating.

論文審定書 i
致謝 ii
摘要 iii
Abstract iv
目錄 v
圖次 vi
表次 vii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 7
第三節 研究流程 8
第二章 文獻探討 9
第一節 內在動機與外在動機 9
第二節 自我決定理論 14
第三節 恆毅力 19
第三章 研究方法 23
第一節 研究模型 23
第二節 研究假說 23
第四章 資料分析方法 33
第一節 樣本資料分析 33
第二節 模型及假說驗證 36
第三節 模型分析與假說檢定結果 43
第五章 結論與建議 45
參考文獻 50
附錄 本研究正式問卷 58

王琬靈. (2016). 高職生學習內外在動機和Holland興趣類型對學習狀態的影響. 輔導與諮商學系所. 國立彰化師範大學, 彰化縣. Retrieved from https://hdl.handle.net/11296/r4swh7
朱素鑾. (1996). 報酬與回饋對內在動機的影響. 中華體育季刊, 10(1), 105-110. doi:10.6223/qcpe.1001.199606.1414
吳俊逸. (2016). 大學生志願服務目標取向對服務持續意願之預測效果：以基本需求與服務滿意度為中介. 學習科學研究所. 國立清華大學, 新竹市. Retrieved from https://hdl.handle.net/11296/6udcp8
李岳烜. (2019). 大學生幽默感與幸福感之相關研究—以恆毅力為中介變項. 教育心理與輔導學系. 國立臺灣師範大學, 台北市. Retrieved from https://hdl.handle.net/11296/3f4s77
李珮瑢. (2020). 國中體育班導師基本心理需求對其動機及持續意圖之預測. 體育學系. 國立臺灣師範大學, 台北市. Retrieved from https://hdl.handle.net/11296/fvr486
阮孝齊. (2018). 國家教育研究院電子報 / 各國科學、科技、工程及數學（STEM）教育困境及發展策略. 國家教育研究院. Retrieved from https://epaper.naer.edu.tw/edm.php?grp_no=3&edm_no=168&content_no=2965
林玉瓶. (2011). 雲林縣警察人員知覺家庭幸福感與工作壓力及工作滿意度之相關研究. 輔導與諮商學系所. 國立彰化師範大學, 彰化縣. Retrieved from https://hdl.handle.net/11296/b37mcj
林毓珊. (2014). 以自我決定理論探討開放式創新之持續參賽意圖的影響因素. 資訊管理學系研究所. 國立中山大學, 高雄市. Retrieved from https://hdl.handle.net/11296/7kzzt6
國家發展委員會. (2021a). 國家發展委員會-關鍵人才培育及延攬方案. Retrieved September 29, 2021, from https://www.ndc.gov.tw/Content_List.aspx?n=DE9F42BCFA2821AD
國家發展委員會. (2021b, February 22). 國發會推估數位人才至少缺2.5萬人 且還會愈來愈缺 | 財經焦點 | 產經 | 聯合新聞網. Retrieved September 29, 2021, from https://udn.com/news/story/7238/5268582
國家發展委員會. (2021c, May 4). 110-112年重點產業人才供需調查及推估報告出爐. 國家發展委員會. 國家機構. Retrieved September 29, 2021, from https://www.ndc.gov.tw/nc_27_34964
張瓊霞. (2018). 組織相關因素對員工恆毅力與職涯滿足關係之研究：企業文化、員工協助方案. 人力資源管理研究所. 國立中山大學, 高雄市. Retrieved from https://hdl.handle.net/11296/58ypu6
梁國源. (2021). 〈財經週報-新5缺問題〉少子化引發人才危機 國發會擴大育才攬才 - 自由財經. Retrieved September 28, 2021, from https://ec.ltn.com.tw/article/paper/1442568
第 12 屆 iT邦幫忙鐵人賽. (2020). Retrieved October 5, 2021, from https://ithelp.ithome.com.tw/ironman
陳亞蓉. (2019). 從內在動機、跨文化適應的角度檢驗國家開發程度對國際學生留臺意願之影響. 企業管理系. 國立臺灣科技大學, 台北市. Retrieved from https://hdl.handle.net/11296/y3c64x
陳錚中. (2009). 員工知識交流行為與內外在動機間關係之研究：自我決定理論觀點. 企業管理學系碩博士班. 國立成功大學, 台南市. Retrieved from https://hdl.handle.net/11296/7ayz5g
傅建三. (2019). 融入恆毅力之刻意練習對中高齡者學習英語自我效能意義之研究. 成人及繼續教育研究所. 國立中正大學, 嘉義縣. Retrieved from https://hdl.handle.net/11296/9u3kk6
黃友亘. (2019). 成人初顯期個體恆毅力與幸福感的關係：以自我效能為中介變項、未來時間觀為干擾變項. 教育心理與輔導學系. 國立臺灣師範大學, 台北市. Retrieved from https://hdl.handle.net/11296/6nw748
楊宗霖. (2021). 物流業服務選擇與採用意圖關係之探討. 企業管理學系碩士在職專班. 國立臺北大學, 新北市. Retrieved from https://hdl.handle.net/11296/j5799f
葉懷喃. (2020). 高中女子籃球選手家長式領導與內外在動機對心理韌性之影響. 競技與教練科學研究所. 國立體育大學, 桃園縣. Retrieved from https://hdl.handle.net/11296/hx52kk
達克沃斯洪慧芳、Duckworth, A.（2016）。恆毅力: 人生成功的究極能力。
廖宜珈. (2018). 以自我決定論探討串流音樂的任務表現及使用滿意度. 傳播研究所. 國立交通大學, 新竹市. Retrieved from https://hdl.handle.net/11296/ntc4bw
熊師瑤. (2020). To stay or not to stay? 軍校生恆毅力概念建構研究. 教育學系. 國立政治大學, 台北市. Retrieved from https://hdl.handle.net/11296/3j9cj2
劉島伊. (2012). 數學自我概念對內、外在動機與數學學業成就中介效果之探討－以TIMSS 2007臺灣資料為例. 教育研究所. 國立彰化師範大學, 彰化縣. Retrieved from https://hdl.handle.net/11296/b7jr5y
潘翠亞. (2017). 探索自我決定理論在繼續上傳自拍之意圖與動機的角色. 企業管理學系所. 國立中興大學, 台中市. Retrieved from https://hdl.handle.net/11296/u4ak3t
蔡礎襄. (2019). 探討智慧型手機之消費者再購意圖與知識分享：結合期望確認理論與使用滿足理論. 資訊管理學系. 開南大學, 桃園縣. Retrieved from https://hdl.handle.net/11296/9h323b
鄭宇成. (2021). 澎湖縣國民中學學生數學知識信念、數學恆毅力與數學學習態度關係之研究. 教育經營與管理學系. 國立臺北教育大學, 台北市. Retrieved from https://hdl.handle.net/11296/55rx39
鄭桂玲. (2017). 青少年內、外在動機關聯性與自我感知之調節中介效果. 教育研究所. 國立中山大學, 高雄市. Retrieved from https://hdl.handle.net/11296/rqv87w
賴彥如. (2012). 員工內在動機與工作滿意度、工作績效之研究－以組織認同為中介變數. 企業管理研究所. 國立中正大學, 嘉義縣. Retrieved from https://hdl.handle.net/11296/udqa7t
謝薰儀. (2011). 公立就服機構派遣員工人格特質、工作滿意度與幸福感之相關研究. 勞工研究所. 國立中正大學, 嘉義縣. Retrieved from https://hdl.handle.net/11296/6p4ptx
鍾文雄. (2021). 疫情加劇數位轉型人才荒　資訊科技工作一枝獨秀 | 網管人. Retrieved September 28, 2021, from https://www.netadmin.com.tw/netadmin/zh-tw/trend/CD26165F7AA24EDC97DC0B419F94A6AF
Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66(5), 950-967. doi:10.1037/0022-3514.66.5.950
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423. doi:10.1037/0033-2909.103.3.411
Botnaru, D., Orvis, J., Langdon, J., Niemiec, C. P., & Landge, S. M. (2021). Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory. Learning and Motivation, 74, 101723. doi:10.1016/j.lmot.2021.101723
Bowman, N. A., Hill, P. L., Denson, N., & Bronkema, R. (2015). Keep on Truckin’ or Stay the Course? Exploring Grit Dimensions as Differential Predictors of Educational Achievement, Satisfaction, and Intentions. Social Psychological and Personality Science, 6(6), 639-645. doi:10.1177/1948550615574300
Burgoyne, A. P., Hambrick, D. Z., Moser, J. S., & Burt, S. A. (2018). Analysis of a mindset intervention. Journal of Research in Personality, 77, 21-30. doi:10.1016/j.jrp.2018.09.004
Cheng, Y. M. (2020). Students’ satisfaction and continuance intention of the cloud-based e-learning system: roles of interactivity and course quality factors. Education + Training, 62(9), 1037-1059. doi:10.1108/ET-10-2019-0245
Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49-66. doi:10.1016/j.jsp.2018.12.001
Dale, G., Sampers, D., Loo, S., & Green, C. S. (2018). Individual differences in exploration and persistence: Grit and beliefs about ability and reward. PLOS ONE, 13(9), e0203131. doi:10.1371/journal.pone.0203131
Davenport, T. H., & Prusak, L. (1998). Working knowledge: how organizations manage what they know. Boston, Mass: Harvard Business School Press.
De La Cruz, M., Zarate, A., Zamarripa, J., Castillo, I., Borbon, A., Duarte, H., et al. (2021). Grit, Self-Efficacy, Motivation and the Readiness to Change Index Toward Exercise in the Adult Population. Frontiers in Psychology, 12, 732325. doi:10.3389/fpsyg.2021.732325
Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of Intrinsic Motivation and Self-Determination. In E. L. Deci & R. M. Ryan (Eds.), Intrinsic Motivation and Self-Determination in Human Behavior (pp. 11-40). Boston, MA: Springer US. doi:10.1007/978-1-4899-2271-7_2
Deci, E., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer US. doi:10.1007/978-1-4899-2271-7
Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34-43. doi:10.1037/0003-066X.55.1.34
Dindar, M. (2018). Do people play MMORPGs for extrinsic or intrinsic rewards? Telematics and Informatics, 35(7), 1877-1886. doi:10.1016/j.tele.2018.06.001
Duckworth, A., & Gross, J. J. (2014). Self-Control and Grit: Related but Separable Determinants of Success. Current Directions in Psychological Science, 23(5), 319-325. doi:10.1177/0963721414541462
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. doi:10.1037/0022-3514.92.6.1087
Figure 4. Different stages in self-determination theory (reproduced... (n.d.). ResearchGate. Retrieved October 13, 2021, from https://www.researchgate.net/figure/Different-stages-in-self-determination-theory-reproduced-from-Ryan-Deci-2007_fig3_318814915
Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39-50. doi:10.1177/002224378101800104
Hafsha, A. (2020). Engage and Conquer: An Online Empirical Approach into Whether Intrinsic or Extrinsic Motivation Leads to More Enhanced Students’ Engagement. doi:10.31237/osf.io/v7tj6
Herzberg, F. I. (1966). Work and the nature of man. Oxford, England: World.
Hoffman, M. (1975). Altruistic behavior and the parent-child relationship. doi:10.1037/H0076825
Hyun, M., & Jordan, J. S. (2020). Athletic goal achievement: A critical antecedent of event satisfaction, re-participation intention, and future exercise intention in participant sport events. Sport Management Review, 23(2), 256-270. doi:10.1016/j.smr.2019.01.007
Jang, H. S. (2018). A Study on the Influence of Internal Motivation and External Motivation on Creative Behavior : The Mediating Role of Job Satisfaction. The Journal of the Convergence on Culture Technology, 4(1), 175-182. doi:10.17703/JCCT.2018.4.1.175
Jiang, W., Jiang, J., Du, X., Gu, D., Sun, Y., & Zhang, Y. (2020). Striving and happiness: Between- and within-person-level associations among grit, needs satisfaction and subjective well-being. The Journal of Positive Psychology, 15(4), 543-555. doi:10.1080/17439760.2019.1639796
Jin, B., & Kim, J. (2017). Grit, basic needs satisfaction, and subjective well-being. Journal of Individual Differences, 38(1), 29-35. doi:10.1027/1614-0001/a000219
Jowett, S., Adie, J. W., Bartholomew, K. J., Yang, S. X., Gustafsson, H., & Lopez-Jiménez, A. (2017). Motivational processes in the coach-athlete relationship: A multi-cultural self-determination approach. Psychology of Sport and Exercise, 32, 143-152. doi:10.1016/j.psychsport.2017.06.004
Kuvaas, B., Buch, R., Weibel, A., Dysvik, A., & Nerstad, C. G. L. (2017). Do intrinsic and extrinsic motivation relate differently to employee outcomes? Journal of Economic Psychology, 61, 244-258. doi:10.1016/j.joep.2017.05.004
Li, J., Fang, M., Wang, W., Sun, G., & Cheng, Z. (2021). The Influence of Grit on Life Satisfaction: Self-Esteem as a Mediator. Psychologica Belgica, 58(1), 51-66. doi:10.5334/pb.400
Lozano-Jiménez, J. E., Huéscar, E., & Moreno-Murcia, J. A. (2021). From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education. Frontiers in Psychology, 11, 3734. doi:10.3389/fpsyg.2020.579492
Mafini, C., & Dlodlo, N. (2014). The relationship between extrinsic motivation, job satisfaction and life satisfaction amongst employees in a public organisation. SA Journal of Industrial Psychology, 40. doi:10.4102/sajip.v40i1.1166
Maslow, A. H. (1954). The Instinctoid Nature of Basic Needs1. Journal of Personality, 22(3), 326-347. doi:10.1111/j.1467-6494.1954.tb01136.x
Monteiro, D., Pelletier, L. G., Moutão, J., Teixeira, D. S., & Cid, L. (n.d.). Examining the motivational determinants of enjoyment and the intention to continue of persistent competitive swimmers, 2.
Muenks, K., Wigfield, A., Yang, J. S., & O’Neal, C. R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599-620. doi:10.1037/edu0000153
Nguyen, T. M. (2019). Do extrinsic motivation and organisational culture additively strengthen intrinsic motivation in online knowledge sharing? An empirical study. VINE Journal of Information and Knowledge Management Systems, 50(1), 75-93. doi:10.1108/VJIKMS-02-2019-0019
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450-461. doi:10.1037/0022-3514.43.3.450
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi:10.1037/0003-066X.55.1.68
Ryan, R. M., & Frederick, C. (1997). On Energy, Personality, and Health: Subjective Vitality as a Dynamic Reflection of Well-Being. Journal of Personality, 65(3), 529-565. doi:10.1111/j.1467-6494.1997.tb00326.x
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: theory, research, and applications (3rd ed.). Upper Saddle River, N.J: Pearson/Merrill Prentice Hall.
Shah, S. S., Shah, A. A., Memon, F., Kemal, A. A., & Soomro, A. (2021). Online learning during the COVID-19 pandemic: Applying the self-determination theory in the ‘new normal.’ Revista de Psicodidáctica (English Ed.), 26(2), 168-177. doi:10.1016/j.psicoe.2020.12.003
Singh, K., & Jha, S. D. (2008). Positive and Negative Affect, and Grit as predictors of Happiness and Life Satisfaction, 7.
Suzianti, A., & Paramadini, S. A. (2021). Continuance Intention of E-Learning: The Condition and Its Connection with Open Innovation. Journal of Open Innovation: Technology, Market, and Complexity, 7(1), 97. doi:10.3390/joitmc7010097
Thongmak, M. (2021). A model for enhancing employees’ lifelong learning intention online. Learning and Motivation, 75, 101733. doi:10.1016/j.lmot.2021.101733
Vallerand, R. J. (1997). Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (Vol. 29, pp. 271-360). Academic Press. doi:10.1016/S0065-2601(08)60019-2
Wang, C. K. J., Liu, W. C., Kee, Y. H., & Chian, L. K. (2019). Competence, autonomy, and relatedness in the classroom: understanding students’ motivational processes using the self-determination theory. Heliyon, 5(7), e01983. doi:10.1016/j.heliyon.2019.e01983
Zhao, Y., Niu, G., Hou, H., Zeng, G., Xu, L., Peng, K., et al. (2018). From Growth Mindset to Grit in Chinese Schools: The Mediating Roles of Learning Motivations. Frontiers in Psychology, 9, 2007. doi:10.3389/fpsyg.2018.02007