本研究的目的為：（1）發展一個適合高中生的學習動機量表。（2）探討高中生不同的屬性變項對其學習動機的差異。（3）探討高中生不同的屬性變項其知覺的課室目標結構的差異。（4）暸解高中生的學習動機成份之間的關係。（5）瞭解高中生知覺的課室目標結構與學習動機成份之關係。（6）瞭解高中生知覺的課室目標結構、學習動機與學業成就的關係。為完成上述研究目的，本研究以707名高中生作為研究對象，所用的研究工具包含研究者自編的高中生學習動機量表以及知覺的課室目標結構量表。本研究以多變量變異數分析、單因子重複量數變異數分析、典型相關與多元迴歸來考驗各項研究假設。

　　本研究之發現如下：
一、屬性變項與各研究變項的關係：
（一）年級方面
1.高中生在數學科的興趣、認知干擾、情緒化與課室表現目標結構上有年級差異。
2.高中生在英文科的學習動機與知覺的課室目標結構上，並無年級的差異。
（二）性別方面
高中生在數學、英文與國文科的學習動機、課室表現目標結構上有性別差異，但在課室精熟目標結構上的知覺並無性別的差異。
（三）學科方面
除了控制信念外，高中生的學習動機與知覺的課室目標結構有學科的差異。
（四）組別方面
1.高二、高三的自然組學生均在數學科學習動機的重要性、效用性、興趣、能力信念與正向情感上高於社會組的學生，而對數學科的負向情感則是社會組學生高於自然組的現象。
2.高三的社會組學生對英文科課室表現目標結構的知覺程度高於自然組的學生，而對英文科課室精熟目標結構的知覺是自然組學生高於社會組的學生。
3.高三的社會組學生在國文科的重要性、效用性、興趣、期望成功與能力信念上的程度高於自然組的學生。
二、高中生的學習動機成份之間有典型相關；高中生知覺的課室目標結構與學習動機成份之間有典型相關。
三、高中生的學習動機成份、知覺的課室目標結構能夠預測學業成就。

本研究根據研究結果提出建議，以供高中教學、學習輔導及未來研究之參考。

　　The purposes of this research were to: (a) Develop a learning motivation scale which is suitable for the high school students. (b) Explore the difference between attribute variables of the high school students in learning motivation. (c) Probe into the attribute variables of the high school students on perceived classroom goal structure. (d) Interprete the relation between the compositions of high school students's learning motivation. (e) Find out the relation between the perceived classroom goal structure of high school students and the compositions of learning motivation. (f) Search the relation of perceived classroom goal structure, learning motivation and academic achievement of high school student. In order to accomplish the researches mentioned above, we ask 707 high school students to participate our research, the instruments used in this study including: learning motivation scale, and perceived classroom goal structure scale. The statistical methods used to analysis the data were MANOVA, one-way repeated measures ANOVA, canonical correlation, and multiple regression analysis.

　　The following conclusions were summarized according to our research:
1. The relation of variables between the attributes and each study:
(a) Grade
（1）The differential of grade does influence the high school student’s interest, cognitive interference, emotionality, and perceived classroom goal structure have in Mathematics.
（2）The differential of grade doesn’t influence the high school student’s learning motivation and perceived classroom goal structure in English.
(b) Gender
The gender of high school students influence the learning motivation, precise classroom mastery goal structure, but doesn’t affect the precise classroom performance goal structure in the Mathematics, English and Chinese.
(c) Subject
Besides control beliefs, the learning motivation and perceived classroom goal structure of the high school students have difference on subject.
(d) Group
（1）Considering the Mathematics, the high school students of second and third grade, who major in natural subjects have higher learning motivation of importance, efficiency, interest, ability belief, and positive affect than those major in social subjects. And students who major in social subjects have higher negative emotion than those major in natural subjects.
（2）Refering to the English, the high school students of third grade, who major in social subjects have higher consciousness on the classroom performance of the goal structure than those major in natural subjects. Nevertheless, on the precise mastery goal structures of classroom, students who major in natural subjects have higher perception than those major in social subjects.
（3）Talking about the Chinese, the high school students of third grade, who major in social subjects have higher consciousness of the importance, efficiency, interest, expectancy for success and ability belie than those major in natural subjects.
2. There are canonical correlations with the compositions of the high school student's learning motivation. Also there are canonical correlation between the perceived classroom goal structure of high school students and the compositions of learning motivation.
3. The compositions of learning motivation, perceived classroom goal structure of the high school students can be used to predict the academic achievement.

　　Based on our research result, we proposed the suggestion for the teaching in high school, education guidance and future studies.

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