本研究旨在探討「藝術與人文」課程與青少年自我認同發展之相關性，研究對象以台中縣市國中有參與「藝術與人文」課程的國中二、三年級學生為主，研究方法利用專家效度編制「國中生參與『藝術與人文』課程與自我認同發展之相關調查問卷」，共發放400份文卷，實際有效問卷377份。
本研究利用SPSS Windows 12.0 統計套裝軟體進行分析，結果如下：
一、國中階段之青少年學生具有正向的自我認同，「性別」與「城鄉」對於自我認同方面有影響。
二、不同性別與城鄉之國中生對於「藝術與人文」課程參與動機不同。
三、不同城鄉學校之國中生對於「藝術與人文」課程參與滿意度不同。
四、國中學生「藝術與人文」課程參與動機之高低，對其自我認同並無明顯的影響力存在。
五、「藝術與人文」課程參與動機愈高，則「藝術與人文」課程參與滿意度也愈高。
六、國中生的「藝術與人文」課程參與滿意度能預測自我認同之情形。
本研究為國內首度對於國中階段青少年學生探討「藝術與人文」課程之參與以及自我認同之相關性，發現國中生對「藝術與人文」課程的參與動機、課程滿意度，以及自我認同發展之間有相關性。藉此提供未來教育機構及學者在相關領域做參考，並提升強調「藝術與人文」課程之重要性。

　　The purpose of this research is to evaluate the study of relationship among self-identification, learning satisfaction and motivation of arts and humanities curriculum. The methodology used here is based mainly on the self- identity, which follows the questionnaire as described in many published literature. The study is based on teenager students who have experience at arts and humanities curriculum as an example. A total of 400 students were involved in the investigation, 388 responded but only 377valid replies were used. In order to conduct this survey and analyze the results, SPSS Windows 12.0 software was used. The list below shows the following findings:

1. There was significant difference between gender and urban/city living with positive sense of identity.
2. There were significant differences of “population variables” by teenage students in learning motivation.
3. There were significant differences of “city area population and urban area population variables” by teenager students in learning satisfaction.
4. There were not significant differences in self-identity by learning motivation of teenager students.
5. There was significant difference between learning motivation and learning satisfaction: The more learning motivation, the more learning satisfaction.
6. There was significant difference between learning satisfaction and self-identity. The increased learning motivation, the greater is self-identity.