本研究主要研究目的為：（一）探究國中生的自我決定動機與課業求助行為之關係。（二）考驗國中生知覺的求助態度是否為自我決定動機與課業求助行為之間的調節變項。（三）探討國中生知覺的課室目標結構是否為自我決定動機與課業求助行為之間的調節變項。（四）根據研究結果提出建議，以供教學與未來研究之參考。為完成上述研究目的，本研究抽取696名台灣 102 學年度在之八 年級學生為樣本，並以「 年級學生為樣本，並以「 年級學生為樣本，並以「 年級學生為樣本，並以「 自我決定動機量表」、「課業求助行為室目標 自我決定動機量表」、「課業求助行為室目標 自我決定動機量表」、「課業求助行為室目標 自我決定動機量表」、「課業求助行為室目標 自我決定動機量表」、「課業求助行為室目標 結構量表」以及「求助態度作為研究工具 結構量表」以及「求助態度作為研究工具 結構量表」以及「求助態度作為研究工具 結構量表」以及「求助態度作為研究工具 結構量表」以及「求助態度作為研究工具 。本研究以結構方程式（SEM）考驗本研究各項假設。
本研究發現如下：
一、國中生自我決定動機能預測其課業求助行為。其中，自主動機能預測其工具性求助；自主動機、控制動機與缺動機皆能預測其執行性求助；自主動機與缺動機能預測其逃避求助。
二、求助態度能調節自我決定動機與課業求助行為之關係。本研究發現知覺的求助威脅越高，其缺動機對逃避求助有較強的正向效果。
三、課室目標結構能調節自我決定動機與課業求助行為之關係：
高精熟高表現課室目標結構，其自主動機對工具性求助有較強的正向效果，其缺動機對逃避求助有較強的正向效果。高精熟低表現課室目標結構，其自主動機對工具性求助有較強的正向效果，對執行性求助則有較強的負向效果﹔控制動機對執行性求助亦有較強的正向效果﹔而自主動機對逃避求助則顯示較強的負向效果。低精熟高表現課室目標結構，其自主動機對工具性求助有較強的正向效果，對執行性求助則有較強的負向效果。低精熟低表現課室目標結構，其自主動機對工具性求助有較強的正向效果，而缺動機對逃避求助則亦有較強的正向效果。
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 results of this study were summarized as follows: (a) junior high school students’ self-determined motivations could predict their academic help-seeking behaviors; (b) help-seeking attitudes were the moderating variable between self-determined motivations and academic help-seeking behaviors; (c) classroom goal structures were the moderating variable between self-determined motivations and academic help-seeking behaviors.

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