本研究之目的有四：（一）比較國中生在考試前、中、後三個階段中考試情緒之差異情形。（二）探討國中生的個人目標導向與其考試情緒之間的關係。（三）分析知覺的測驗威脅在國中生個人目標導向與考試情緒之間的調節效果。（四）探討應試期間之情緒調整在國中生個人目標導向與考試情緒之間的調節效果。本研究共抽取二批樣本，第一批樣本235人作為分析自編量表的探索性因素分析及信度之用；第二批樣本936人作為考驗本研究所有測量工具的驗證性因素分析以及各項研究假設之用。抽樣範圍為台灣北、中、南、東區18所國中的八年級學生。研究工具包括個人目標導向量表、知覺的測驗威脅量表，考試前、中、後情緒量表及應試期間之情緒調整量表。本研究所蒐集的觀察資料以結構方程模式（SEM）進行分析。
　　本研究發現如下：
一、國中生在考試前、中、後三個階段之考試情緒有顯著差異。進一步比較，國中生考試前焦慮和希望、考試中希望及考試後放心情緒顯著高於該階段內的其他情緒。
二、國中生在考試前、中、後階段間經歷的相同考試情緒有顯著差異。本研究結果顯示，國中生的考試後高興顯著高於考試前、中的高興；考試前希望和焦慮顯著高於考試中希望和焦慮；考試中生氣顯著高於考試後生氣；考試後羞愧顯著高於考試中羞愧。
三、國中生的個人目標導向能聯合預測考試情緒。其中，趨向精熟目標和趨向表現目標能正向預測國中生的正向考試情緒，且負向預測其負向考試情緒；逃避精熟目標和逃避表現目標能負向預測國中生的正向考試情緒，且正向預測其負向考試情緒。
四、國中生個人目標導向與考試情緒的關係受到知覺的測驗威脅所調節：
學習者所知覺的測驗威脅愈低，逃避精熟目標及逃避表現目標對考試前負向情緒顯示較強的正向效果；學習者所知覺的測驗威脅愈高，趨向表現目標對考試前負向情緒顯示較強的正向效果。學習者所知覺的測驗威脅愈低，逃避表現目標對考試中正向情緒顯示較強的負向效果，而對考試中負向情緒顯示較強的正向效果；學習者所知覺的測驗威脅愈高，趨向表現目標在考試中負向情緒上顯示較強的負向效果。學習者所知覺的測驗威脅愈低，逃避表現目標對考試後負向情緒上顯示較強的正向效果，以及對考試後高興情緒顯示較強的負向效果；而逃避精熟目標對考試後放心情緒有較強的正向效果；學習者所知覺的測驗威脅愈高，趨向表現目標對考試後負向情緒上顯示較強的負向效果，以及逃避表現目標對考試後高興情緒顯示較強的負向效果。
五、國中生個人目標導向與考試情緒的關係受到應試期間之情緒調整所調節：
學習者應試期間之情緒調整程度愈高，趨向精熟目標對考試中希望情緒顯示較強的正向效果；學習者情緒調整的程度愈低，逃避表現目標對考試中生氣情緒顯示較強的正向效果，以及逃避精熟目標對考試後放心情緒顯示較強的正向效果。
　　本研究根據研究結果提出具體建議，供國中教學、學習輔導及未來研究之參考。

The purposes of this study were (1) to compare the differences among junior high school students’ test emotions before test, during test and after test, (2) to explore the relation between junior high school students’ goal orientations and test emotions, (3) to examine the moderated effect of perceived threat of tests in individual goal orientations and test emotions, and (4) to examine the moderated effect of the emotional regulation during test-taking in individual goal orientations and test emotions. To attain these purposes above, we recuited two groups of samples. The first group, 235 students, was for the exploratory factor analysis for self-adapted scales and reliability of all scales. The second groups, 936 students, was for the confirmatory factor analysis for all scales and hypotheses testing for this study. All participants were eight grades who had English examinations in junior high schools in Taiwan. The instruments used in this study consisted of the Individual Goal Orientations Scale, Perceived Threat of Tests Scale, Test Emotions Questionnaire and Emotional Regulation during Test-taking Scale. The statistical methods used to analyze the data were Structural Equation Modeling (SEM).
The results of this study were summarized as follows:
(1) Junior high school students had significant differences on test emotions, before, during and after test. Specifically, their before-test anxiety and hope, during-test hope and after-test relief were higher than other emotions in the same stage of examination.
(2) Junior high school students had significant differences on the same test emotion in the process of examination. Furthermore, their after-test joy was higher than before-test joy and during-test joy. Their before-test hope and anxiety were higher than during-test hope and anxiety. Their during-test anger was higher than after-test anger. And their after-test shame was higher than during-test shame.
(3) Junior high school students’ approach-mastery goal, approach-performance goal could be used to positively predict positive test emotions and negatively predict negative test emotions; whereas avoidance-mastery and avoidance-performance could be used to negatively predict positive test emotions and positively predict negative test emotions.
(4) The relation between students’ goal orientations and test emotions was moderated by students’ perceived threat of tests: When students perceived lower threat of tests, their avoidance-mastery goals and avoidance-performance were positively related to before-test negative emotions; when they perceived higher threat of tests, their approach-performance goals were positively related to before-test negative emotions. Also, when students perceived lower threat of tests, their avoidance-performance goals were negatively related to during-test positive emotions, and were positively related to during-test negative emotions; when they perceived higher threat of tests, their approach-performance goals were negatively related to during-test negative emotions. Furthermore, when students perceived lower threat of tests, their avoidance-performance goals were positively related to after-test negative emotions and negatively related to after-test joy, and their avoidance-mastery goals were positively related to after-test relief. When they perceived higher threat of tests, their approach-performance goals were negatively related to after-test negative emotions, and their avoidance-performance goals were negatively related to after-test joy.
(5)The relation between students’ goal orientations and test emotions was moderated by students’ emotional regulation during test-taking: When the level of students’ emotional regulation during test-taking was high, their approach-mastery goals were positively related to during-test hope. When the level of students’ emotional regulation during test-taking was low, their avoidance-performance goals were positively related to during-test anger, and their avoidance-mastery goals were positively related to after-test relief.
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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