本研究主要研究目的有四：（一）探討國中生數學科學習倦怠之現況。（二）探討目前國內國中生社會支持之現況。（三）析社會支持對國中生自我決定需求與學習倦怠之間關係的調節效果。（四）探討國中生的環境目標結構、自我決定需求與學習倦怠之關係。分為完成上述研究目的，本研究抽取台灣地區828名八年級國中生為研究樣本，並以現有之環境目標結構量表、基本心理需求量表與自編之學習倦怠量表和社會支持量表作為研究工具。本研究以平均數差異統計與結構方程模式來考驗各項假設。
　　本研究的發現如下：
一、 國中生在數學科普遍具學習倦怠的情況。國中生在數學科學習倦怠的向度上有顯著差異，以消極學習態度得分最高，顯著高於情緒耗竭與自我效能低落。
二、 國中生普遍擁有來自家人、同儕與重要他人及教師的支持。且在不同社會支持中有顯著差異，以同儕與重要他人的得分最高，而以教師支持的得分最低。
三、 本研究所建立的學習倦怠模式可用來解釋國內國中生的觀察資料。分析結果顯示：環境目標結構對自主感、勝任感與聯繫感有正向的全體效果，對學習倦怠有負向的全體效果，並且以精熟目標結構對學習倦怠的負向預測最強。
四、 國中生自我決定心理需求與學習倦怠的關係受到社會支持所調節：
國中生的自我決定心理需求對學習倦怠的效果，需視學習者的同儕與重要他人的社會支持程度而定。當同儕與重要他人支持較低之情境下，勝任感對學習倦怠顯示較強的負向效果。
　　本研究依據以上述研究結果提出建議，以供國中教學學習輔導及未來研究之參考。

　　The purposes of this study were (1) to explore the status of junior high school students’ academic burnout, (2) to explore the status of junior high school students’ social supports, (3) to test the goodness of fit between empirically observed data and academic burnout model proposed by the author, (4) to examine the moderated effect of the social supports between self-determination needs and academic burnout. The participants were 828 eight grades students from ten junior high schools in Taiwan. The instruments used in this study consisted of the Academic Burnout Scale, Social Supports Scale, Environmental Goal Structure Scale, and Basic Psychological Needs Scale. The statistical methods used to analyze the data were one sample t test, one-way repeated measures ANOVA, and Structural Equation Modeling (SEM).
　　The results of this study were summarized as follows:
(1) In general, junior high school students had academic burnout in mathematics. Junior high school students had significant differences on three dimensions of academic burnout. Specifically, their cynicism was higher than emotional exhaustion and inefficacy.
(2) In general, junior high school students had social supports. Junior high school students had significant differences on three dimensions of social supports. Specifically, their significant others support was higher than family support and teacher support.
(3) The academic burnout model proposed by the author fitted the observed data well, and could be used to explain the observed data in Taiwan. The analyzed results showed that junior high school students’ environmental goal structure had positive effect on the autonomy, competence, and relatedness; whereas, their environmental goal structure had negative effect on academic burnout. Especially, junior high school students’ environmental mastery goal structure could negatively predicted academic burnout.
(4) The relationship between self-determination needs and academic burnout were moderated by social supports. When the level of students’ significant others support was low, students’ competences was negatively predicted academic burnout.
　　Based on the results of this study, we discussed the implications for teaching and proposed recommendations for future research.

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