本研究旨在探討臺北市國中學生知覺教師人際吸引力、師生關係品質與學習滿意度之研究，並比較不同背景變項學生在知覺教師人際吸引力、師生關係品質與學習滿意度之差異，以了解教師人際吸引力對師生關係品質與學習滿意度之預測力。
本研究以臺北市七、八、九年級國中生為本研究為施測對象，採問卷調查方式，自編之「臺北市國中生知覺教師人際吸引力、師生關係品質與學習滿意度之問卷」為研究工具，施測問卷共559份，有效回收516 份，回收率92.3％。在資料處理方面，以描述性統計、t 檢定、單因子變異數分析、皮爾森積差相關、及逐步迴歸分析等統計方法考驗六個假設，綜合研究結果發現：
一、臺北市國中生知覺教師人際吸引力、師生關係品質與學習滿意度呈現中上水準。
二、臺北市國中生其師生關係品質與學習滿意度有顯著相關。
三、臺北市國中生知覺教師人際吸引力能有效預測其師生關係品質與學習滿意度。
據上述結論與發現，提出具體建議，以供教育機構及後續研究之參考。
The main purpose of this study is to discuss perceived teachers’ interpersonal attraction, teacher-student relationship quality,and learning satisfaction,and to compare the different perceptions of teachers’ interpersonal attraction, the teacher-student relationship quality, and learning satisfaction among different background variances in order to predict teacher-student relationship quality and learning satisfaction by teachers’ interpersonal attraction.
The Seventh, eighth, and ninth graders in junior high school schools located in Taipei were the subjects for this research. The research was conducted by a questionnaire survey; Questionnaire of Perceived Teachers’ Interpersonal Attraction and Teacher-Student Relationship Quality, Learning Satisfaction of Junior High School Students. In total 559 copies of the questionnaire were distributed for the research, of which 516 copies are effective. This accounted for an effective rate of 92.3%. Data obtained in this study were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation and step multiple regressions. The main results are follows:
1. Teachers’ interpersonal attraction, teacher-student relationship quality, and learning satisfaction in Taipei showed a medium-high degree of relevance.
2. There was a highly positive correlation between teacher-student relationship quality and learning satisfaction.
3. Interpersonal attraction can effectively predict teacher-student relationship quality and learning satisfaction .
Based on the results, the implication of this study in education and future researchs of this field was discussed.
