本研究的主要目的有四：（一）探討持不同多重目標導向的國中生在英語課上認知、動機、情感與學習行為上的差異情形。（二）考驗國中生在英語課上的認知、動機、情感與學習行為隨著時間而改變的情形。（三）探討多重目標導向與測量時間對國中生認知、動機、情感與學習行為之交互影響。（四）探究精熟、趨向表現和逃避表現等三種目標導向對國中生認知、動機、情感與學習行為的短期與長期效果。為完成前述目的，本研究抽取六所國中九個班級共310名國中一年級學生為研究對象。研究工具包括研究者自編的目標導向量表、認知量表、動機量表、情感量表和學習行為量表等。本研究所蒐集的資料以4（多重目標）×2（測量時間）二因子混合設計共變數分析（two-way mixed design ANCOVA）與結構方程模式（Structure Equation Modeling, SEM）的潛在變項迴歸分析考驗各項假設。
本研究之發現如下：
一、 國中生在後設認知策略、能力信念、期望成功、努力等正向變項上隨著時間增加有顯著下降的趨勢，但在自我障礙與執行性尋求協助等負向變項上隨著時間的增加有顯著上升趨勢。
二、 國中生的不同精熟/趨向表現目標與測量時間在「後設認知策略」、「工作價值」上有交互作用存在。
三、 國中生的不同趨向表現/逃避表現目標與測量時間在「訊息處理策略」、「能力信念」、「工作價值」、「自我障礙」上有交互作用存在。
四、 精熟目標對訊息處理策略、後設認知策略、能力信念、期望成功、工作價值、正向情感、工具性尋求協助與努力等正向變項上有短期與長期的正向效果，對負向情感、自我障礙、執行性尋求協助等負向變項上有短期與長期的負向效果。
五、 趨向表現目標對能力信念、期望成功與工作價值有短期的正向效果，但沒有長期的效果。
六、 逃避表現目標對後設認知策略、期望成功與努力無短期的效果，但對長期有負向的效果。逃避表現目標對工作價值與正向情感等正向變項有短期與長期的負向效果，對負向情感、自我障礙與執行性尋求協助等負向變項有短期與長期的正向效果。
本研究根據研究結果提出建議，以供國中教學、學習輔導等及未來研究之參考。

The purposes of this study were to (1) explore the effects of junior high school students’ goal orientations toward English on cognition, motivation, affect and learning behavior（2）examine the changes of students’ cognition, motivation, affect and learning behavior with the overall main effect of time（3） investigate the interactive effects of multiple goal orientations by measure time on junior high school students’ cognition, motivation, affect and learning behavior, and（4）explore the short-term and long-term effects of mastery goal, approach performance goal and avoidance performance goal on junior high school students’ cognition, motivation, affect and learning behavior. The participants were 310 seventh grade students from 6 junior high schools and 9 classes. The instruments used in this study included: Goal Orientations Scale, Cognitive Strategies Inventory, Motivation Inventory, Affect Inventory, and Learning Behavior Inventory. The statistical methods used to analyze the data were 4（multiple goals）×2（measure time）two-way mixed design ANCOVA and Structure Equation Modeling（SEM）.
The conclusions of this study were summarized as follow:
1. There was a significant decline of developmental trend in junior high school students’ metacognitive strategy, ability belief, expectancy for success and effort over time but there was a significant increase of developmental trend in students’ self-handicapping and executive help-seeking over time.
2. There were significant interactive effects of mastery/approach performance goals by measure time on junior high school students’ metacognition and task value.
3. There were significant interactive effects of approach performance/avoidance performance goals by measure time on junior high school students’ information-processing strategy, ability belief, task value and self-handicapping.
4. There were positive short-term and long-term efforts of mastery goal on information-processing strategy, metacognitive strategy, ability belief, expectancy for success, task value, positive affect, instrumental help-seeking and effort, but there were negative short-term and long-term efforts of mastery goal on negative affect, self-handicapping and executive help-seeking.
5. There was short-term effect of approach performance goal on ability belief, expectancy for success and task value, but there wasn’t long-term effort.
6. There wasn’t short-term effort of avoidance performance goal on metacongitive strategy, expectancy for success and effort, but there was negative long-term effort. There were negative short-term and long-term efforts of avoidance performance goal on task value and positive
7. affect, and positive short-term and long-term efforts of avoidance performance goal on negative affect, self-handicapping and executive help-seeking.

Based on this research findings, suggestions for high school teaching, educational guidance and further studies are proposed.

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