中文摘要
本研究之主要目的如下：（一）編製國中生國文科興趣量表，分析其信、效度。（二）了解國內國中生學習國文科的興趣情況。（三）建構國中生國文科興趣發展模式，分析情境興趣對個人興趣的預測力。（四）探討自我效能和自我調整策略在情境興趣和個人興趣之間的中介效果。
為完成上述研究目的，本研究編製國文科興趣量表，抽取台灣地區國中學生256名為樣本，進行探索性因素分析及信度分析；另外並抽取1100名國中生進行國文科興趣量表的驗證性因素分析，以檢驗量表的建構效度。為完成研究目的二～四，本研究採縱貫設計，從上述1100名樣本中追蹤461名學生，接受國文科興趣量表的測量，所蒐集的觀察資料以單一樣本t考驗、單變量變異數分析、多變量變異數分析和結構方程模式（SEM）進行考驗。
本研究的發現如下：
一、本研究編製的國文科興趣量表信、效度俱佳。其次，國文科興趣量表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、國內國中生普遍持正向國文科興趣。

三、國內國中生在不同類別的國文科興趣上有差異。

四、本研究建構的國文科興趣發展模式得到觀察資料的支持；在排除先前的個人興趣之後，情境興趣能正向預測個人興趣。

五、本研究建構的國文科興趣發展中介模式得到觀察資料的支持，即自我效能及自我調整策略是情境興趣影響個人興趣的中介變項。

本研究依據分析結果進行討論，並提出教學輔導與未來研究的建議。

Abstract
The purpose of this study were：(a) to create the Chinese Interest Scale according to the result of recent studies of situational and individual interest, then test the reliability and validity of this scale. (b) to investigate the current status of the junior high students in triggered-situational interest, maintain-situational interest, and individual interest in Chinese. (c) to test model fit of the Chinese interest-developing model (d) to examine the mediated effect of self-esteem and self-regulated learning strategies in the process when situational interest developed into individual interest.
To achieve the purpose above, a total number of participants were 1356 junior high school students taken in 7th and 8th grades. Among those, 256 subjects were used to test the the reliability and validity of the Chinese Interest Scale, the other 1100 subjects were adopted to test a confirmatory factor analysis model. Moreover, a longitudinal study was designed in the study, so 461 subjects were tracked to test the model fit of Chinese interest-developing model and the mediated effect of self-esteem and self-regulated learning strategy in this model. The whole collected data were analyzed by one-sample t test, one-way repeated measures ANOVA, MANOVA, and SEM.
The findings of this study were as follows:

(1)The Chinese Interest Scale developed in this study has good reliability and validity.

(2)There were significant differences between the junior high school students’ Chinese interests and the test value which was 3.5.

(3)There were significant differences among the triggered-situational interest, maintain-situational interest, and individual interest, respectively.

(4)The interest-developing model of Chinese subject proposed by the author fitted the observed data well and could be used to explain the observed data in Taiwan, i.e. situational interest was a significant predictor of the change in individual interest across one semester.

(5)In this study, the effect of situational interest predicting the individual was mediated by self-esteem and self-regulated learning strategy, individually.

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