本研究結合恆毅力相關理論與實徵研究、目標導向理論以及學業情緒理論，針對恆毅力透過哪些機制進而影響學習涉入的情況進行探討，並就所建構之模式進行適配度考驗。為完成上述之研究目的，研究的參與者是以分層叢集立意抽樣方式，抽取臺南地區460位國中生為樣本，接受恆毅力量表、目標導向量表、國中生學業情緒量表及學習涉入量表的測量，再將所蒐集的資料以結構方程式進行分析。
研究結果顯示，恆毅力對學習涉入影響模式與觀察資料適配。恆毅力正向預測研究參與者之趨向精熟目標、趨向表現目標、正向學業情緒及學習涉入；但無法預測逃避精熟目標和逃避表現目標。恆毅力透過三條路徑對學習涉入產生間接影響，分別為恆毅力透過正向學業情緒對學習涉入產生間接效果；恆毅力經由趨向精熟目標，再透過正向學業情緒對學習涉入產生間接效果；恆毅力經由趨向表現目標，再透過正向學業情緒對學習涉入產生間接效果。最後根據研究結果進行討論，並提出教學輔導與未來研究上的建議。

The purposes of this study were as follows: (1) to verify the goodness of fit between empirically observed data of junior high school students and the model of grit’s effect on learning engagement. (2) to examine the relationship between grit, goal orientation, positive academic emotion and learning engagement. There were 460 junior high school students who participated in this study. The instruments used in the study include the grit scale, the goal orientation scale, the academic emotion scale and the learning engagement scale.
Research results demonstrated that the developmental model fitted the observed data well. Grit positively predicted approach-mastery goals, approach-performance goals, positive academic emotion and learning engagement but could not predict avoidance-mastery goals and avoidance-performance goals. Approach-mastery goals, approach-performance goals and positive academic emotion were the mediating variables between grit and learning engagement. Research implications were presented and suggestions for educational guidance and further research were also made in the study.

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