本研究結合自我決定理論、課業情緒理論形成課業情緒交互效果模式，並探討情緒調整在該模式中的調節效果。本研究之目的有三：（一）驗證本研究建構的課業情緒交互效果模式與觀察資料的適配度。（二）分析情緒調整在課業情緒交互效果模式中的調節效果。（三）設計國文科教學方案，驗證課室精熟目標結構、情緒調整在課業情緒交互效果模式上產生的影響，以及觀察其在後測、延後測的變化。爲完成上述研究目的，本研究分成研究一與研究二，研究一分八個情緒子模式驗證課業情緒交互效果模式，並探討情緒調整的調節效果，研究一中共抽取1524位高二學生為研究樣本；研究二進行課室精熟目標結構與情緒調整的教學操弄，探討不同的教學組別、測量階段在課業情緒交互效果模式中各變項之影響，研究二中共115位學生分成三個教學組別進行。本研究的研究工具包含課室目標結構量表、基本心理需求量表、激勵的學習策略量表、課業自我調整量表、課業情緒量表、動機涉入量表，以及自編的情緒調整量表。本研究所蒐集的資料以結構方程模式、二因子混合設計、變異數分析、共變數分析來考驗各項假設。
本研究的研究結果如下：
一、在課業情緒交互效果模式的驗證中，課業情緒交互效果模式各變項的關係：學習環境會影響心理需求；自主感、勝任感以及聯繫感皆對控制評估有正向的預測效果；勝任感、聯繫感對價值評估有正向的預測效果；自主感對價值評估的預測中，僅在高興、希望、羞愧、自豪、無聊子模式中，自主感對價值評估才有正向的預測效果，而在生氣、焦慮、無望子模式中則無；控制評估與價值評估對高興、希望、自豪皆有正向的預測效果，控制評估與價值評估對生氣、焦慮、羞愧、失望、無聊皆有負向的預測效果；高興、希望、自豪對認知變項與動機變項皆有正向的預測效果，生氣、焦慮、失望、無聊對認知變項與動機變項皆有負向的預測效果。在八個子模式中，認知變項與動機變項對學習表現皆有正向的預測效果。
二、課業情緒交互效果模式各變項的交互效果：高興、希望、自豪對課室精熟目標結構有正向的預測項果，生氣、焦慮、羞愧、失望、無聊對課室精熟目標結構皆有負向的預測效果；對課室表現目標結構的預測中，僅有高興與無聊對其有負向的預測效果，其餘六個子模式中的課業情緒對課室表現目標結構皆無預測效果；高興、希望、自豪對價值評估有正向的預測項果，生氣、焦慮、羞愧、失望、無聊對價值評估有負向的預測效果；僅有高興、自豪對控制評估有正向的預測效果，其餘六個子模式中的課業情緒對控制評估皆無回饋的預測效果。學習表現對課室精熟目標結構有正向的預測效果；學習表現對課室表現目標結構有負向的預測效果；學習表現對控制評估與價值評估皆有正向的預測效果；學習表現對高興、希望、自豪有正向的預測項果；學習表現對生氣、焦慮、羞愧、失望、無聊有負向的預測效果。
三、情緒調整在課業情緒模式的調節效果：情緒調整在課業情緒對價值評估的關係中分別有羞愧情緒調整、無望情緒調整、無聊情緒調整產生調節作用，而在課業情緒對認知變項的關係中，分別有高興情緒調整、羞愧情緒調整、無聊情緒調整產生調節作用，相較於課業情緒與其他學習變項間有著較頻繁的調節作用；在負向課業情緒子模式中，課業情緒調整在羞愧與無望兩種負向課業情緒中，有著最頻繁的調節作用產生；緒調整在課業情緒對動機變項的調節作用、課業情緒對控制評估的調節作用皆未發生，而情緒對認知變項間的關係中出現頻繁的調節作用；焦慮情緒調整、希望情緒調整在課業情緒與其他變項之間雖皆未產生調節作用。
四、情緒調整教學方案與課室精熟目標結構教學方案的教學效果：情緒調整教學方案加上課室精熟目標結構教學方案會有最好的教學效果；動機的操弄有時並不能立即見效，但是卻會有延宕的效果；經過情緒調整的教導，確認學生皆能適當使用情緒調整策略，確實能在學習情境中帶來正向的影響。
本研究的發現如下：
一、課業情緒交互效果模式可用來解釋國內高中生的學習歷程。
二、課業情緒與課業情緒調整須分立視之。
三、課業情緒與學習表現在課業情緒交互效果模式中能預測其前端變項。
四、情緒調整在課業情緒交互效果模式中具有調節作用。
五、情緒調整教學方案與課室精熟目標結構教學方案可提升教學效果。
本研究整理上述研究結果提出建議，以提供教學學習輔導及未來研究之參考。

The present study combines self-determination theory and academic emotions theory to investigate their relation in students’ learning process. The purposes of this study are: (a) to test if the academic emotions reciprocal model fit in with the data observed, (b) to analyze the moderated effect of the emotion regulation strategies used in the academic emotion reciprocal model, (c) to investigate the interactive effect of emotional regulation strategies teaching and classroom mastery goal structure teaching on academic emotions reciprocal model. In order to fulfill these goals, the study was divided into two sections, Study 1 and Study 2. In study 1, 1524 11th grade senior high school students in Taiwan were included as the research samples to fulfill goal (a) and goal (b). In Study 2, 115 students from 3 classes assigned to different manipulations to fulfill goal (c). The instruments used in this study consisted of the Environmental Goal Structure Scale, Basic Need Scale, Motivated Strategies for Learning Questionnaire, Academic Self-Regulation Questionnaire, Academic Emotions Questionnaire, and Emotion Regulation Questionnaire. The data was statistically analyzed with SEM, two-way mixed design ANOVA, and ANCOVA to test hypotheses raised in this study. The results of this study are summarized as follows: (a) The academic emotions reciprocal model constructed in this study can be used to well explain the empirically observed data through Taiwan. (b) Academic emotions and academic emotions regulations must be tested discretely in eight Subpatterns. (c) Academic emotions and academic achievement can predict the front-end variables in the academic emotions reciprocal model. (d) The relations between appraisals of control and values, academic emotions, and cognitive-motivational variables were moderated by emotion regulation strategies. (e) There was a significant two-way interactive effect among teaching groups and measurement phase on academic emotions, cognitive-motivational variables and academic achievement. It was showed that students who accepted emotional regulation strategies and classroom mastery goal structure teaching would have higher score of academic emotions, cognitive-motivational variables and academic achievement in posttest scores and delayed posttest scores. Based on the findings of this study, suggestions are made for senior high school teaching and educational guidance in future studies.

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