本研究主要目的為：（一）編製國中生學習涉入量表，並分析其信、效度。（二）分析社會目標、成就目標與學習涉入之關係，並比較互補、發展及階層模式與縱貫性觀察資料之適配度。為完成研究目的一，本研究編製學習涉入量表，並抽取台灣180名八年級國中生為樣本，進行探索性因素分析及信度分析。此外，本研究抽取524名國中生為樣本，進行學習涉入量表之驗證性因素分析，以檢驗此量表的建構效度。為完成研究目的二，本研究以524名國中生為樣本，受試者接受社會目標量表、個人目標導向量表與學習涉入量表的測量，以蒐集到的縱貫性觀察資料進行互補、發展及階層模式之適配度比較。

本研究的發現如下：

一、本研究編製的學習涉入量表信、效度均佳。其次，學習涉入量表之二階驗證性因素分析模式與觀察資料適配，代表本量表具有良好的建構效度。

二、在競爭模式的比較方面，研究結果顯示社會目標與成就目標間的關係，依不同目標組合而異。社會關係目標與任務趨向、他人趨向、他人逃避目標，社會責任目標與任務趨向、自我趨向、自我逃避、他人趨向、他人逃避目標，社會地位目標與自我趨向、他人趨向、他人逃避目標以階層模式最受到觀察資料支持；社會責任目標與任務逃避目標，社會地位目標與任務趨向、任務逃避、自我逃避目標以發展模式最受到觀察資料支持；社會關係目標與自我趨向、任務逃避、自我逃避目標的關係以互補模式最受到觀察資料支持。

三、社會目標、成就目標與學習涉入的變項效果，依不同目標組合而異。
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 purposes of this study were to (a) develop the Learning Engagament Scale and examine the reliability and validity of it, (b) analyze the relationship among social goals, achievement goals and learning engagement by testing the model fit of the complementary model, developmental model and hierarchical model with longitudinal data.
To achieve the purposes above, 704 junior high school students in Taiwan were drawn, and 180 students of them were adopted to test the reliability and the exploratory factor analysis model. The other 524 students were used to test the confirmatory factor analysis model and the study hypotheses. The instruments used in this study consisted of the Social Goals Scale, Achievement Goals Scale, and Learning Engagament Scale. The statistical methods used to analyze the data were SEM.
The results of this study were summarized as follows:
(a)The Learning Engagament Scale developed in this study had good reliability and validity.
(b)According to the results, the relation between social goals and achievement goals varied according to the matches of the two kinds of goals. The hierarchical model of the social relationship goal with task-approach goal, other-approach goal and other-avoidance goal, the social status goal with self-approach goal, other-approach goal, other-avoidance goal fitted the data well; the developmental model of social responsibility goal with task-avoidance goal, the social status with task-approach, task-avoidance, self-avoidance goal fitted the data well; the complementary model of social relationship goal with self-approach, task-avoidance, self-avoidance goal fitted the data well.
(c)The total effect among all the variables differ according to the combinations of social goals, the achievement goals and the learning engagements.
Based on the results, this study provided several implications and suggestions for educational practice and future research.

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