components of value, expectation, affect, and executive volition. Of the four components, only affect and executive volition

which are supposed to be core motivation components influence learning behavior directly. However, the effects of the value

and expectation component on learning behavior are indirect and mediated by the two core components. Previous findings

showed the DCM could be improved in terms of theoretical structure and supportive evidence. Thus, this study aimed to

confirm the subcomponents and indicators for the four motivation components, and test and make cross-grade comparison on

the revised DCM. A total of 1203 validated sixth-grade and junior high school students in Taiwan were involved in this study

and instruments employed were the “Learning Motivation Scale” and “Learning Behavior Scale” for primary and junior high

school students. Data collected were analyzed by structural equation modeling using the LISREL computer program. Results

showed that the fit indices of overall model and internal structure of the revised DCM improved obviously. Besides, as to

most of the structure coefficients, there were no significant differences among sixth to ninth grade students. Based on the

findings, possible implications for educators and suggestions for future research are discussed.