科研能力是教师专业发展的持续动力，也是提升大学教育水平的关键。本研究以3名日语专业教师为对象，使用个人态度构造分析法（PAC分析法）调查分析其科研动因的形成与异同。结果显示3名教师的科研动因分为内在和外在两种。其中内在动因较为相似，即为了解决教学及学术上的问题而进行科研，并享受由此带来的自豪感。外在动因主要表现在前途、职称、收入、科研指标等方面。研究同时表明科研指标是影响科研动因的一个重要因素。

Research capability is the continuous driving force of teachers’ professional career development, and is a critical factor in raising the standard of higher education. This study is based on the major findings of PAC analysis on three college teachers of Japanese and their desire to engage in academic research. The result indicates that the three associate professors have both intrinsic and external reasons to conduct research. Intrinsically, they all obtain joy and satisfaction from finding solutions to problems through research projects. External driving forces mainly derive from career development, promotion prospect, compensation, and academic attainment requirements prescribed by their employers. The study also shows that a quantifiable objective has significant influence on one’s desire to carry out research.