本研究的目的如下：（一）探討目標導向對考試焦慮-成就組型的預測力。（二）探討環境目標結構對考試焦慮-成就組型的預測效果。（三）比較考試焦慮-成就組型在適應性學習行為及不適應性學習行為上的差異。本研究樣本共716人，抽樣範圍為台南市11所國中八年級學生。研究工具包括目標導向量表、環境目標結構量表、測試焦慮量表和動機涉入量表。為完成研究目的，本研究以區別分析和多變量變異數分析法進行分析。

本研究發現如下：
一、目標導向對考試焦慮-成就組型具預測力。其中，逃避表現目標、趨向表現目標和逃避精熟目標對考試焦慮-成就組型的預測，具有決定性的作用。
二、環境目標結構對考試焦慮-成就組型具有預測的效果。其中，家庭表現目標結構、同儕表現目標結構、教師表現目標結構和教師精熟目標結構對考試焦慮-成就組型最具預測力。
三、考試焦慮-成就組型在適應性與不適應性學習行為上皆有差異。適應性學習行為上，高考試焦慮高成就和低考試焦慮高成就組在努力、堅持及尋求挑戰上的得分均顯著高於高考試焦慮低成就和低考試焦慮低成就組。高考試焦慮高成就和低考試焦慮高成就組在尋求協助上的得分顯著高於低考試焦慮低成就組。不適應性學習行為上，高考試焦慮低成就組在自我設限、逃避求助、作弊和逃避生疏上的得分顯著高於低考試焦慮高成就組，在自我設限上的得分也顯著高於高考試焦慮高成就組。低考試焦慮低成就組在自我設限和逃避求助上的得分顯著高於低考試焦慮高成就組。進一步分析顯示，考試焦慮是否有損於適應性學習行為亦或會增加不適應性學習行為，需視學習者的學業成就而定。

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: (1) examine the relation between goal orientations and the pattern of test anxiety-achievement, (2) explore the relation between environmental goal structure and the pattern of test anxiety-achievement, (3) Compare the differences among junior high school students’ adaptive learning behavior and maladaptive learning behavior based on the pattern of test anxiety-achievement. The participants were 716 eight grades from 11 junior high schools within Tainan district. The instruments used in this study consisted of the Goal Orientation Scale, Environmental Goal Structures Scale, Test Anxiety Scale, and Motivational Engagement Scale. The statistical methods used to analyze the data were discriminant analysis and multivariate analysis of variance.
The results of this study were summarized as follows: (1) Junior high school students’ avoidance-performance goal, approach-performance goal, and avoidance-mastery goal goal orientations could be used to predict the pattern of test anxiety-achievement. (2) Home-performance goal structure, peer-performance goal structure, teacher-performance goal structure, and teacher-mastery goal structure could be used to predict the pattern of test anxiety-achievement. (3) The pattern of test anxiety-achievement results are different between adaptive and maladaptive learning behavior. Within adaptive learning behavior, students with effort, persistence, and challenge seeking behavior will score high from high test-anxiety high achievement and low test-anxiety high achievement compare to high test-anxiety low achievement and low test-anxiety low achievement. Students with help seeking behavior will score high from both high test-anxiety high achievement and low test-anxiety high achievement compare to low test-anxiety low achievement. On the other hand, within maladaptive learning behavior, students with self-handicapping manners, avoid help-seeking behavior, cheating and avoid novelty behavior will score high from high test-anxiety low achievement compare to low test-anxiety high achievement. Students with self-handicapping manners will score high from high test-anxiety low achievement compare to high test-anxiety high achievement. Students with self-handicapping manners and avoid help-seeking behavior will score high from low test-anxiety low achievement compare to low test-anxiety high achievement. The positive outcome of test anxiety in relation to maladaptive learning behavior and the negative outcome of test anxiety in relation to adaptive learning behavior will be based on students’ academic achievement.

Based on the findings of this study, we discussed the implications and proposed suggestions for junior high school teaching and future research.

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