本研究的目的為：（一）編製考試情境學業不誠實意圖量表與作業情境學業不誠實意圖量表，並分析該量表的信、效度。（二）探討國中生的個人目標導向與學業不誠實之關係。（三）探討國中生的社會目標與學業不誠實之關係。
為完成上述研究目的，首先本研究抽取台灣地區6所學校8個班級共202名國中生為研究樣本，進行探索性因素分析及信度分析；其次，再抽取13所學校29個班級共783名國中生為研究樣本，進行量表的驗證性因素分析，並考驗個人目標導向、社會目標對學業不誠實之關係。研究工具包括四向度目標導向量表、社會目標量表、考試情境學業不誠實意圖量表、作業情境學業不誠實意圖量表與社會期許量表。本研究所蒐集的資料以結構方程模式來考驗各項假設。

本研究的發現如下：
一、 本研究所建構的考試情境學業不誠實意圖驗證性因素分析模式與作業情境學業不誠實意圖驗證性因素分析模式具有良好的適配度模式，即該模式適合用來解釋國中生的觀察資料。
二、 個人目標導向能預測學業不誠實意圖。在評估自己部分：趨向精熟目標能負向預測考試情境-個人利益學業不誠實意圖、考試情境-社會利益學業不誠實意圖、作業情境-個人利益學業不誠實意圖以及作業情境-社會利益學業不誠實意圖；逃避精熟目標能負向預測考試情境-個人利益學業不誠實意圖、考試情境-社會利益學業不誠實意圖以及作業情境-個人利益學業不誠實意圖；逃避表現目標能正向預測考試情境-個人利益學業不誠實意圖、作業情境-個人利益學業不誠實意圖以及作業情境-社會利益學業不誠實意圖。在評估他人部分：趨向表現目標能正向預測考試情境-個人利益學業不誠實意圖以及作業情境-社會利益學業不誠實意圖；逃避表現目標能正向預測考試情境-個人利益學業不誠實意圖以及作業情境-社會利益學業不誠實意圖。
三、 社會目標能預測學業不誠實意圖。在評估自己部分：社會關係目標能正向預測考試情境-個人利益學業不誠實意圖、考試情境-社會利益學業不誠實意圖、作業情境-個人利益學業不誠實意圖以及作業情境-社會利益學業不誠實意圖：社會責任目標能負向預測考試情境-個人利益學業不誠實意圖、考試情境-社會利益學業不誠實意圖、作業情境-個人利益學業不誠實意圖以及作業情境-社會利益學業不誠實意圖；社會地位目標能正向預測考試情境-個人利益學業不誠實意圖、考試情境-社會利益學業不誠實意圖、作業情境-個人利益學業不誠實意圖以及作業情境-社會利益學業不誠實意圖。在評估他人部分：社會責任目標能負向預測考試情境-個人利益學業不誠實意圖、考試情境-社會利益學業不誠實意圖、作業情境-個人利益學業不誠實意圖以及作業情境-社會利益學業不誠實意圖；社會地位目標能正向預測考試情境-個人利益學業不誠實意圖、考試情境-社會利益學業不誠實意圖、作業情境-個人利益學業不誠實意圖以及作業情境-社會利益學業不誠實意圖。

本研究根據研究結果提出具體建議，提供國中教學、輔導及未來研究之參考。

The purposes of this study were：(a) develop the Situational Academic Dishonesty Intention Scale and examine the reliability and validity of it, (b) investigate the relationship between personal goal orientations of junior high school students and academic dishonesty, (c) investigate the relationship between social goals of junior high school students and academic dishonesty. 783 junior high school students in Taiwan participated in this study. The participants completed a personal goal orientation scale, social gaol scale, situational academic dishonesty intention scale and social desirability scale. The data were analyzed by Structural equation modeling. The result indicated that：(a) Situational academic dishonesty intention scale developed in this study has good reliability and validity, (b) Personal goal orientations can predict academic dishonesty intention (AD). First, in the section of assessing their own: approach-mastery goal and avoidance-mastery goal can be used to negatively predict AD; avoidance-performance goal can be used to positively predict AD. Secondly, in the section of assessing others: approach-performance goal and avoidance-performance goal can be used to positively predict AD. (c) Social goals can predict AD. First, in the section of assessing their own: social relationship goal and social status goal can be used to positively predict AD; social responsibility goal can be used to negatively predict AD. Secondly, in the section of assessing others: social responsibility goal can be used to negatively predict AD; social status goal can be used to positively predict AD.

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