本研究旨在探討國中舞蹈班學生自我概念、成就動機與學業成就關係。為達研究目的，以11所國中舞蹈班之學生為研究對象施予自編「國中舞蹈班學生自我概念量表」、「國中舞蹈班學生成就動機量表」等問卷，總計發出837份問卷，回收824份，有效問卷815份，統計分析包含t考驗、單因子變異數分析、積差相關及多元逐步迴歸等。本研究的主要發現如下：一、國中舞蹈班學生的自我概念與成就動機尚屬良好，但生理自我的建設仍需加強；二、國中舞蹈班學生自我概念因年級、舞齡長短、學術科學業成就高低和父母管教方式的不同而所差異；三、國中舞蹈班學生成就動機因年級、舞齡長短、術科學業成就高低、父母管教方式和升學方向的不同而所差異；四、國中舞蹈班學生學科學業成就因舞齡長短、父親教育程度、母親教育程度和升學方向的不同而有所差異；五、國中舞蹈班學生術科學業成就因年級、舞齡長短、家庭經濟狀況和升學方向的不同而有所差異；六、國中舞蹈班學生自我概念越高，成就動機越強。自我概念越高，學科與術科學業成就反而越差。成就動機越高，學科與術科學業成就亦越差。學科學業成就越高，術科學業成就亦越高；七、國中舞蹈班學生的自我概念、成就動機對學、術科學業成就具有預測力。

　　The main purpose of this study was to explore the relationship among students of dance talent class. Based on literature surveys, the instrument was self-designed “Self-Concept Inventory in Junior High School” and “Achievement Motivation Inventory in Junior High School” for students of dance talent class. Eight hundred and fifteen subjects are students of dance talent class in junior high school. These subjects are randomly sampled from eleven dance talent classes in junior high school in Taiwan. Data were analyzed with both descriptive and inferential statistics, including t-test, One-way ANOVA, Pearson correlation, and multiple stepwise regression. The major findings of the study are as follows： 1. Students of dance talent class in junior high school perform well in both self-concept and achievement motivation inventories. However, their self-concept on body concept to be cultivated; 2. the dance talent class students’ self-concept differs due to the factors of grades, length of dance learning, academic achievement, parental supervision and their academic directions; 3. the dance talent class students’ achievement motivation differs due to the factors of grades, length of dance learning, academic achievement, parental supervision and their academic directions; 4. the dance talent class students’ academic achievement in junior high school varies greatly in areas such as length of dance learning, parents’ educational level, and their academic directions; 5. the dance talent class students’ dance academic achievement vary greatly in aspects such as grades, length of dance learning, family economic background and their academic directions; 6. the higher the students’ self-concept, the higher their achievement motivation. The higher the students’ self-concept, the lower their academic achievement. The higher the students’ achievement motivation, the lower their academic achievement. The higher the students’ disciplines and academic achievement, the higher their dance academic achievement; 7. the Dance talent class students’ self-concept and achievement motivation is an effective predictor of students’ academic achievement.