本研究的目的如下：(一) 探討國中生努力信念透過個人目標導向對自我調整學習策略之預測效果。(二) 分析國中生能力信念在努力信念、個人目標導向與自我調整學習策略之間的調節效果。本研究採隨機抽樣，抽取樣本共415人，抽樣範圍為台南市5所國中八年級學生。研究工具包括學習信念量表、個人目標導向量表和自我調整學習策略量表。本研究所蒐集的資料以結構方程模式進行分析。
本研究之發現結果如下：
一、國中生的努力信念會透過個人目標導向的中介影響自我調整學習策略的使用。
二、國中生的能力信念對努力信念、趨向精熟目標與自我調整學習策略之關係並無調節效果。
三、國中生的能力信念對努力信念、逃避精熟目標與自我調整學習策略之關係並無調節效果。
四、國中生的能力信念對努力信念、趨向表現目標與自我調整學習策略之關係有調節效果：當學習者有的能力信念越高時，其努力信念透過趨向表現目標影響自我調整學習策略的效果會越大。
五、國中生的能力信念對努力信念、逃避表現目標與自我調整學習策略之關係並無顯著調節效果。
本研究根據研究結果進行討論，並提出教學輔導與未來研究之建議。

The purpose of the study were (a) to exam the mediating effect of individual goal orientation on the relation between the junior high school students’ effort belief and self-regulated learning strategies, and (b) to analyze the moderating effect of ability belief on the relation among the effort belief, the individual goal orientation, and the self-regulated learning strategies. There were 415 samples from 5 schools in Tainan. The instruments used in this study consisted of the Learning Belief Scale, Individual Goal Orientations Scale, and The Self-Regulated Learning Strategies Scale. The statistical methods used to analyze the data were Structual Equation Modeling(SEM).
The result of this study were summarized as follows:
a.The junior high school students’ individual goal orientations mediate the relation between effort belief and self-regulated learning strategies.
b.The junior high school students’ ability is unable to possess conditional indirect effects of mediate relation among effort belief, approach-mastery goal, and self-regulated learning strategies.
c.The junior high school students’ ability is unable to possess conditional indirect effects of mediate relation among effort belief, avoidance-mastery goal, and self-regulated learning strategies.
d.The junior high school students’ ability is able to possess conditional indirect effects of mediate relation among effort belief, approach-performance goal, and self-regulated learning strategies. As the results, more ability belief would increase the mediating effect of approach-performance goal on the relation between effort belief and self-regulated learning strategies.
e.The junior high school students’ ability is unable to possess conditional indirect effects of mediate relation among effort belief, avoidance- performance goal, and self-regulated learning strategies.
The proposals based on the analytic results from this research could be reference for teaching in junior high school and future study.

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