本研究試圖結合環境目標結構、自我決定理論與學業情緒認知-動機模式，探討其在學習歷程的關係。本研究之目的有四：（一）探討環境目標結構與國中生自主感、勝任感、聯繫感三個心理需求變項之關係。（二）分析國中生自主感、勝任感、聯繫感三個心理需求與其自我決定動機之關係。（三）討論自我決定動機與國中生學業情緒認知-動機模式之關係。（四）驗證本研究所建構的自我決定動機歷程模式與觀察資料是否適配。爲完成上述研究目的，本研究分成研究一與研究二，研究一在探討自我決定動機歷程因素之關係，研究二在驗證自我決定動機歷程模式。本研究共抽取台灣地區11所學校38個班級共1225名八年級國中生為研究樣本，研究工具包括「環境目標結構量表」、「基本心理需求量表」、「課業自我調整量表」、「學業情緒量表」、「後設認知策略量表」、「動機涉入量表」。本研究所蒐集的資料以多元迴歸分析、結構方程模式來考驗各項假設。
本研究的發現如下：
一、國中生知覺的教師精熟目標、家庭精熟目標可正向預測其自主感、勝任感與聯繫感，而以家庭精熟目標的預測力較大。此外，同儕精熟目標可正向預測其聯繫感。
二、國中生的勝任感以及聯繫感可正向預測其控制動機、自主動機，而以勝任感的預測力較大。此外，國中生的自主感可正向預測其自主動機。
三、國中生的控制動機以及自主動機可正向預測其高興的學業情緒、希望的學業情緒，而以自主動機的預測力較大。國中生的自主動機可正向預測其自我調整與動機涉入。
四、國中生的希望學業情緒可正向預測其自我調整與動機涉入。
五、本研究所建立的自我決定動機歷程模式應可用來解釋國內國中生的觀察資料。分析結果顯示：精熟目標結構對自主感、勝任感、聯繫感以及學業成就有正向的全體效果。表現目標結構對勝任感有正向的全體效果。國中生的自主感、勝任感與聯繫感對自主動機有正向的全體效果。自主動機對學業情緒、認知動機變項有正向的全體效果。學業情緒對其認知動機變項有正向的全體效果。認知動機變項對其學業成就有正向的全體效果。
本研究以上述研究結果提出建議，以提供國中教學學習輔導及未來研究之參考。

The present study intends to combine environmental goal structure, self-determination theory and academic emotions cognitive-motivational model to investigate their relation in students’ learning process. The purposes of this study are: (a) to explore environmental goal structure and its relation to either of the three junior high school students’ psychological needs: sense of autonomy, competence and relatedness, (b) to analyze the relation between self-determination and the three psychological needs, (c) to discuss how self-determination interacts with academic emotions cognitive-motivational model, and (d) to test if the self-determined motivation process model fit in with the data observed. In order to fulfill these goals, the study was divided into two sections, Study 1 and Study 2. Study 1 was to explore related factors to self-determined motivation process. Study 2 was to test self-determined motivation process model. 1225 8th grade junior high school students from 11 schools(38 classes) in Taiwan were included as the research sample. The instruments used in this study consisted of the Environmental Goal Structure Scale, Basic Need Scale, Academic Self-Regulation Questionnaire, Academic Emotions Questionnaire, Metacognitive Strategies Scale, and Motivational Engagement Scale. The data was statistically analyzed with multiple regression analysis and SEM to test hypotheses raised in this study.
The results of this study are summarized as follows: (a) Junior high school students’ perceived teacher-mastery goal and home-mastery goal can predict their sense of autonomy, competence and relatedness while home-mastery goal is the better predictor than the other. In addition, peer-mastery goal can predict students’ sense of relatedness. (b) Students’ sense of competence and relatedness can positively predict the controlled motivation and autonomous motivation while the sense of competence is more predictive. Their sense of autonomy can also predict the autonomous motivation. (c) Students’ controlled motivation and autonomous motivation can predict their academic emotions of happiness and hope. The autonomous motivation can better predict the two kinds of emotions, and is predictive for their self-regulation and motivational engagement. (d) The academic emotion of hope can predict self-regulation and motivational engagement. (e) The self-determined motivation process model constructed in this study can be used to well explain the empirically observed data through Taiwan. The data analyses show that mastery goal structure has positive total effects on students’ sense of autonomy, competence, relatedness and their academic outcomes. Performance goal structure has positive total effect on the sense of competence. Students’ sense of autonomy, competence and relatedness have positive total effect on the autonomous motivation. The autonomous motivation has positive total effect on the academic emotions and cognitive-motivational variables. The academic emotions have positive total effect on cognitive-motivational variables. Cognitive-motivational variables have positive total effect on academic outcomes.
Based on the findings of this study, suggestions are made for junior high school teaching and educational guidance in future studies.

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