本研究目的有二：(一）將期望-價值模式拓展為期望-價值-成本模式，據此編製國中生使用的數學科期望-價值-成本量表，並分析其信、效度。(二）考驗本研究所建構的「自我保護策略交互效果模式」與觀察資料的適配度，以探討期望-價值-成本、學業情緒（希望、焦慮、自豪、羞愧）和自我保護策略（自我設限、防禦性悲觀）的交互因果關係。
為完成前述目的，本研究以北、中、南三區250人作為預試樣本，資料蒐集以探索式因素分析、驗證性因素分析進行期望-價值-成本模式之考驗。596名國中生作為正式施測樣本，進行兩個波段的測量（第一次、第二次段考前後）。兩次測量包含「期望-價值-成本量表」、「考試情緒量表」、「自我設限量表」、「防禦性悲觀量表」；兩波資料則採用潛在交叉延宕分析考驗自我保護策略交互因果模式。本研究發現如下：
一、「期望-價值-成本一階七因素驗證性因素分析模式」與觀察資料最為適配，有良好的適配度，即該模式適合用來解釋國內國中生在數學科學習上的期望、價值與成本之不同動機信念。
二、本研究建構的「自我保護策略交互效果模式」具有良好整體、內在適配度，可用以解釋國中生持有的動機信念、情緒與自我保護策略之交互因果關係。本研究進一步發現各研究變項之關係如下：
（一）期望-價值-成本信念與情緒的交互效果為：(1)自我效能與正向情緒(希望、自豪)具有正向交互因果關係，但自我效能無法預測負向情緒(焦慮、羞愧)，而負向情緒則能負向預測自我效能（自我設限模式之下）；(2)內在價值與自豪具有正向交互因果關係，內在價值能正向預測焦慮（自我設限模式之下），但內在價值無法預測希望、羞愧，而希望能正向預測內在價值；(3)重要效用價值與自豪具有交互因果關係（自我設限模式之下），負向預測自豪（防禦期望模式之下），正向預測羞愧，但重要效用價值並無法預測希望、焦慮，而希望能正向預測重要效用價值；(4)努力成本無法預測四種情緒（希望、焦慮、自豪與羞愧），但焦慮能正向預測努力成本；(5)機會成本能正向預測羞愧，但無法預測希望、自豪、焦慮，四種情緒（希望、焦慮、自豪、羞愧）不能預測機會成本；(6)情感成本無法預測四種情緒（希望、焦慮、自豪、羞愧），但焦慮能正向預測情感成本，羞愧也能正向預測情感成本（自我設限模式之下）；(7)自我成本與羞愧具有正向交互因果關係，負向預測自豪（自我設限模式之下），但自我成本無法預測預期的情緒(希望、焦慮)，而焦慮則能正向預測自我成本。
（二）期望-價值-成本信念與自我保護策略在四種情緒子模式(希望、自豪、焦慮、羞愧)的交互效果為：(1)自我效能不能預測自我保護策略（行為性自我設限、宣稱性自我設限與防禦期望），但防禦期望能負向預測自我效能；(2)內在價值不能預測自我保護策略，但宣稱性自我設限、防禦期望能負向預測內在價值；(3)重要效用價值不能預測自我保護策略，但防禦期望能負向預測重要效用價值；(4)努力成本不能預測自我保護策略，自我保護策略也不能預測努力成本；(5)機會成本與防禦期望具有正向交互因果關係，但機會成本無法預測行為性自我設限與宣稱性自我設限，而宣稱性自我設限則能正向預測機會成本；(6)情感成本不能預測自我保護策略，但宣稱性自我設限、防禦期望則能正向預測情感成本；(7)自我成本與行為性自我設限、防禦期望具有正向交互因果關係，但自我成本並無法預測宣稱性自我設限，而宣稱性自我設限也不能預測自我成本。
（三）情緒與自我保護策略的交互效果為：(1)四種情緒（希望、焦慮、自豪與羞愧）無法預測行為性自我設限，而行為性自我設限也不能預測四種情緒；(2)四種情緒（希望、焦慮、自豪與羞愧）無法預測宣稱性自我設限，但宣稱性自我設限能正向預測焦慮；(3)四種情緒（希望、焦慮、自豪與羞愧）無法預測防禦期望，但防禦期望能負向預測希望。
本研究依據研究結果提出建議，以提供國中教學學習輔導及未來研究之參考。

The purposes of the present study were : (1) to expand expectancy-value model into expectancy-value-cost model, develop mathematical Expectancy-Value-Cost Questionnaire which used by junior high school students and examine the reliability and validity of it. (2) to examine if the self-protective strategies reciprocal model fit in with the data observed, and test the reciprocal relations between expectancy-value-cost, academic emotions(hope, anxiety, pride and shame) and self-protective strategies(self-handicapping, defensive pessimism).
To achieve the purposes, this study adopted 250 junior high school students to examine Expectancy-Value-Cost Questionnaire with EFA and CFA.Data collected from a longitudinal study with 596 junior high school students were used to conduct CFA and test the self-protective strategies reciprocal model.The instruments used in this study consisted of Expectancy-Value-Cost Questionnaire,Test Emotions Questionnaire,Self-handicapping Questionnaire and Defensive Pessimism Questionnaire.The data was statistically analyzed with SEM.The results of this study were summarized as follows: (1)Expectancy-Value-Cost Questionnaire developed in this study had good reliability and validity.(2)The self-protective strategies reciprocal model constructed in this study can be used to explain the observed data.The results showed reciprocal relations between self-efficacy and positive emotions(hope,pride), intrinsic value and pride, ego cost and shame, ego cost and behavior self-handicapping, opportunity cost and defensive expectations,ego cost and defensive expectations.
Based on the findings of the study, we discussed the implications and proposed suggestions for teaching, educational guidance and further research.

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