本研究之研究目的為：（一）瞭解國中生持有的個人目標導向隨時間而改變的情形。（二）探討國中生知覺的課室目標結構隨時間而產生變化的情況。（三）分析國中生使用的自我調整學習策略隨時間而產生變動的狀況。（四）探討長期課室目標結構的發展如何影響個人目標導向的變動，並透過個人目標導向進而影響自我調整學習策略使用上之變動。（五）以觀察訪談法，了解教育現場中教師如何形塑不同的課室目標結構以及國中生個人目標導向變動之因素。為完成上述研究目的，本研究採用縱貫研究設計，抽取台灣地區九十三學年度入學之國ㄧ學生共802名，作為本研究之研究樣本。受試學生於九十三學年度上學期、九十三學年度下學期與九十四學年度上學期接受「個人目標導向量表」、「課室目標結構量表」與「自我調整學習策略量表」三次的測量。此外，研究者由受試班級中抽取3班，進行觀察與訪談。本研究以潛在改變量分析、有條件多變項潛在曲線分析來考驗量化資料的各項假設；以持續比較法分析所蒐集的質性資料。
本研究的發現如下：
一、個人目標導向潛在改變量分析模式可用來解釋國中生的觀察資料。分析結果顯示：國中生持有之趨向精熟目標、逃避精熟目標、趨向表現目標與逃避表現目標皆隨著時間而呈現下降的趨勢。
二、課室目標結構潛在改變量分析模式可用來解釋國中生的觀察資料。分析結果顯示：國中生知覺的趨向精熟、逃避精熟與逃避表現課室目標結構皆隨著時間而呈現下降的趨勢，而趨向表現課室目標結構則維持不變。
三、自我調整學習策略潛在改變量分析模式可用來解釋國中生的觀察資料。分析結果顯示：國中生使用的認知策略、後設認知策略、價值調整、期望調整、情感調整、適應性求助、環境建構、工作與材料控制皆呈現下降之趨勢，而努力與堅持策略則維持不變。
四、自我調整學習策略有條件多變項潛在曲線模式可用來解釋國中生的觀察資料。分析結果顯示：課室目標結構之初始與潛在狀態對個人目標導向之初始與潛在狀態具有直接效果；個人目標導向之初始與潛在狀態對自我調整學習策略之初始與潛在狀態具有直接效果；而課室目標結構則透過個人目標導向進而對自我調整學習策略產生間接效果。
五、經由觀察與訪談發現：工作規則的使用與社會比較能形塑不同的課室目標結構。父母期望、自我期許、感受父母期望，同時亦擁有自我期許、教材難度、對教師之情感則影響國中生個人目標導向之變動。
本研究根據研究結果提出建議，以供國中教學、學習輔導與未來研究之參考。

The purposes of this study were to (a) understand the changes of students’ individual goal orientations with the time, (b) investigate the changes of students’ perceived classroom goal structures with the time, (c) analyze the changes of students’ self-regulated learning strategies with the time, (d) explore how the long-term development of classroom goal structures influenced the changes of individual goal orientations, and then influenced the changes of self-regulated learning strategies through the individual goal orientations, (e) use observation and interview methods to understand how teachers shaped the classroom goal structures and what factors influenced the changes of students’ individual goal orientations towards the Mathematic learning. This study used the longitudinal design. The participants were 802 junior high school students who enrolled in the academic year of 93. The data collection took place for 3 consecutive semesters when participants were 7th grade in the first and the second semesters of the first academic year and 8th grade in the first semester of the second academic year. The instruments used in this study include the Individual Goal Orientation Scale, the Classroom Goal Structure Scale, and the Self-Regulated Learning Strategies Scale. Furthermore, the researcher selected 3 classes to conduct the observation and interview. The statistical methods used to analyze the quantitative data were latent change analysis (LCA) and conditional multivariate latent curve analysis (CMLCA). The constant comparative method was used to analyze the qualitative data.
The results of this study were summarized as following: (a) The individual goal orientation latent change analysis model fitted the empirically observed data well. The results of analysis showed that the mean level of approach-mastery goal, avoidance-mastery goal, approach-performance goal, and avoidance-performance goal declined with the time. (b) The classroom goal structure latent change analysis model fitted the empirically observed data well. The results of analysis showed that except the approach-performance classroom goal structure, the mean level of approach-mastery classroom goal structure, avoidance-mastery classroom goal structure, and avoidance-performance classroom goal structure declined with the time. (c) The self-regulated learning strategies latent change analysis model fitted the empirically observed data well. The analysis results showed that except the effort and persistence strategies, the mean level of cognitive strategies, metacognitive strategies, value regulation strategies, expectation regulation strategies, affective regulation strategies, adaptive help-seeking, environmental structure strategies, and task and material control strategies all declined with the time. (d) The self-regulated learning strategies conditional multivariate latent curve model fitted the empirically observed data. The initiative and change conditions of the classroom goal structures had direct effects on the initiative and change conditions of the individual goal orientations; the initiative and change conditions of individual goal orientations had direct effects on the initiative and change conditions of the self-regulated learning strategies; and the initiative and change conditions of the classroom goal structures had indirect effects on the initiative and change conditions of the self-regulated learning strategies through the individual goal orientations. (e) The analysis of the transcripts of the observation and interviews showed that: the usage of the task rules and the social comparison could shape the classroom goal structures. Furthermore, factors, such as the parents expect, the self-expect, experiencing parents and self expect simultaneously, the material difficulty, and the affection on teacher could influenced changes of students’ individual goal orientations.
Based on the findings of this study, suggestions for junior high school teaching, educational guidance and further studies were proposed.

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