本研究之研究目的有五：
（一）根據學習興趣理論，編製國文科學習興趣量表，並分析其信、效度。（二）探討個人興趣與情境興趣之關係。（三）分析知覺的課室目標結構、自我決定需求對個人興趣的關係。（四）探討知覺的課室目標結構、自我決定需求對情境興趣的關係。（五）分析個人興趣、情境興趣對學習行為（適應性、不適應性）的關係。
為完成前述目的一，本研究編製國文科學習興趣量表，抽取264名國中學生為樣本，進行探索性因素分析及信度分析；另外，並抽取959名國中生為樣本，進行國文科學習興趣量表驗證性因素分析，以檢驗量表的建構效度。為完成目的二 ~ 五，本研究以國文科學習興趣量表、自我決定需求量表、知覺的課室目標量表、適應性行為量表、不適應性行為量表為研究工具，以959名國中生為樣本，探討個人興趣與情境興趣之關係，知覺的課室目標結構、自我決定需求對個人興趣的關係，知覺的課室目標結構、自我決定需求對情境興趣的關係，個人興趣、情境興趣對學習行為的關係，並以典型相關、階層迴歸分析考驗各項假設。
本研究的發現如下：
一、 本研究編製的國文科學習興趣量表的信、效度均佳。其次，國文科學習興趣二階驗證性因素分析模式與觀察資料適配，代表本量表具有良好的建構效度。
二、 國中生個人興趣與情境興趣兩組變項間可抽出一對達顯著水準的典型因素，證明個人興趣與情境興趣有典型相關存在。
三、 知覺的課室精熟目標結構能正向預測潛在興趣、現實興趣；自主需求能正向預測潛在興趣、現實興趣；勝任感需求能正向預測現實興趣。知覺的課室精熟目標結構、自我決定需求能有效預測個人興趣。
四、 知覺的課室精熟目標結構能正向預測文本興趣、任務興趣與知識興趣；自主需求能正向預測文本興趣、任務興趣與知識興趣。知覺的課室精熟目標結構、自我決定需求能有效預測情境興趣。
五、 潛在興趣能正向預測堅持；現實興趣能正向預測努力、堅持；知識興趣能正向預測努力；文本興趣、任務興趣、知識興趣都能正向預測堅持。個人興趣、情境興趣能正向預測適應性學習行為。
六、 潛在興趣能負向預測自我設限；現實興趣負向預測逃避求助、逃避生疏與自我設限；文本興趣負向預測逃避求助、自我設限；知識興趣負向預測逃避求助、逃避生疏與自我設限。個人興趣、情境興趣負向預測不適應性學習行為。
本研究根據研究結果提出具體建議，供國中教學、學習輔導及未來研究之參考。

The aims of this study include five folds: (1) to create the Learning Interest Scale (LIS) according to a framework for learning interest and tested its reliability and validity; (2) to probe the relationship between students’ individual interest and situational interest; (3) to analyze the relationship between individual interest and perceptions of classroom goal structure as well as individual interest and self-determination needs; (4) to investigate the relationship between situational interest and perceptions of classroom goal structure as well as situational interest and self-determination needs; (5) to explore the relationship among individual interest, situational interest, learning behavior (adaptive learning behavior, maladaptive learning behavior).
To achieve the purposes above, this study created the LIS. A total number of participants were 1223 students from junior high schools. 264 subjects as the first group were used to test the reliability and validity of the Learning Interest Scale. 959 subjects, the second group, were adopted to test a confirmatory factor analysis model. Moreover, several tools and instruments which were utilized in this study: LIS, Self-determination Needs Scale, Perceptions of Classroom Goal Structure Scale, Adaptive Learning Behavior Scale, and Maladaptive Learning Behavior Scale. Canonical correlation and multiple regression analysis were used to analyze all data.
The findings of this study were as following: (1) Results had good reliability and validity of the LIS. The LIS's second-order CFA model fitted the data well, showing that LIS had good construct validity. (2) There were significant canonical correlation between individual interest and situational interest. (3) Perceptions of classroom mastery goal structure can be used to positively predict latent interest, and actualized interest; autonomy needs can be used to positively predict latent interest, and actualized interest; competence needs can be used to positively predict actualized interest. In addition, perceptions of classroom mastery goal structure and self-determination needs almost positively predict individual interest. (4) Perceptions of classroom mastery goal structure can be used to positively predict text-based interest, task-based interest, and knowledge-based interest; autonomy needs can be used to positively predict text-based interest, task-based interest, and knowledge-based interest. Furthermore, perceptions of classroom mastery goal structure and self-determination needs almost positively predict situational interest. (5) Latent interest can be used to positively predict persistence; actualized interest can be used to positively predict effort and persistence; text-based interest, task-based interest, knowledge-based interest can be used to positively predict persistence. Besides, individual interest and situational interest almost positively predict adaptive learning behavior. (6) Latent interest can be used to negatively predict self-handicapping; actualized interest can be used to negatively predict avoid help seeking, avoid novelty and self-handicapping; knowledge-based interest can be used to negatively predict avoid help seeking, avoid novelty and self-handicapping. Moreover, individual interest and situational interest almost negatively predict maladaptive learning behavior.
The study proposed some suggestions based on these findings for junior high school implications, educational guidance and further research.

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