中文摘要
本研究之研究目的為：(一) 分析國中生之目標導向透過自我效能對其趨/避行為的中介效果。(二) 分析國中生之目標導向透過自我效能影響趨/避行為之中介效果受到課室目標結構的調節情形。本研究共抽取台灣地區1,044名國二學生為樣本，所蒐集到的觀察資料以結構方程模式模式進行考驗。
本研究發現下：
一、國中生之目標導向透過自我效能的中介對趨/避行為具有預測效果：分別為趨向精熟目標透過自我效能預測趨向行為；逃避精熟目標透過自我效能預測趨向行為 ；趨向表現目標透過自我效能預測趨向行為；逃避表現目標透過自我效能預測趨向行為；逃避精熟目標透過自我效能預測逃避行為。
二、國中生知覺的精熟課室目標結構對其目標導向、自我效能與趨向行為的關係具有調節效果：精熟課室目標結構得分越高，趨向精熟目標透過自我效能對趨向行為的中介效果也越大；趨向表現目標透過自我效能對趨向行為的中介效果則越小。而在精熟課室目標結構不明顯時，逃避表現目標透過自我效能對趨向行為才具有中介效果。
三、國中生知覺的表現課室目標結構對其目標導向、自我效能與趨向行為的關係具有調節效果：表現課室目標結構得分越高，趨向精熟目標透過自我效能對趨向行為的中介效果也越大；趨向表現目標透過自我效能對趨向行為的中介效果則越小。而在表現課室目標結構不明顯時，逃避表現目標透過自我效能對趨向行為才具有中介效果。
本研究依據分析結果提出建議，以供國中教學以及未來研究之參考。

Abstract
The purposes in this study were as follows: (a) analyze the mediated effect of approach/avoidance behavior affected by students' goal orientation via self-efficacy mediator and (b) examine the conditional indirect effects of approach/avoidance behavior affected by goal orientation under different classroom goal structure situations. There were 1044 junior high school students be studied with structural equation modeling in Taiwan.
The results of this study are as below:
a.There are five mediated models in the conditional indirect effect of students' goal orientation affected approach/avoidance behavior mediated by self-efficacy. The self-efficacy mediates the relations between goal orientation and approach/avoidance behavior, the relations those are approach-mastery goal and approach behavior; avoidance-mastery goal and approach behavior; approach-performance goal and approach behavior; avoidance-mastery goal and approach behavior; avoidance- mastery goal and avoidance behavior, respectively.
b.Classroom mastery goal structure is able to possess conditional indirect effects of mediate relation between goal orientation, self-efficacy and approach behavior. As the results, more obvious classroom mastery goal structure would increase the effect of approach-mastery goal mediate approach behavior, but decrease the effect of approach-performance goal mediate approach behavior. Oppositely, less obvious one would result in avoidance-performance goal mediate approach behavior.
c.When the mediate relation between goal orientation, self-efficacy and approach behavior established, classroom performance goal structure be able to possess conditional indirect effects of mediate relation. According to the outcomes, approach-mastery goal would increase mediate effect of approach behavior; however, approach-performance goal decrease it while classroom performance goal structure is more obvious. Avoidance-performance goal would mediate approach behavior under more unobvious classroom performance goal structure.
The proposals base on the analytic results from this research could be reference for teaching in junior high school and future study.

參考書目
一、中文部分
宋秋美、程炳林、周啟葶（2010）。課室目標結構對個人目標導向的調節效果。教育心理學報，42（1），99-122。
宋秋美（2007）。目標導向影響國小英語學習歷程模之驗證暨精熟趨向課室目標結構與個人目標導向互動歷程之分析。國立台灣師範大學教育研究所。
周啟葶、程玉秀、宋秋美（2009）。英語自我效能、英語學習焦慮與英語學習成就之相關研究--以台北市高中生為例。教育與心理研究期刊，32（2），81-111。
李芩萍（2003）。國中生自律/能力焦點及精熟/表現目標導向的課業避助行為之研究。國立成功大學教育研究所碩士論文。
林易慧、程炳林（2006）。課室目標線索與個人目標導向對國小學童解題成就及自我調整學習之影響。教育心理學報，37（3），231-255。
林宴瑛（2006）。個人目標導向、課室目標結構與自我調整學習策略之關係及潛在改變量分析。國立成功大學教育研究所碩士論文。
林宴瑛、程炳林（2007）。個人目標導向、課室目標結構與自我調整學習策略之潛在改變量分析。教育心理學報，39（2），173-194。
林麗華、林清文（2003）。國中生數學科學習之目標導向、社會比較、自我效能與課業壓力關係研究。彰化師大輔導學報，25，87-132 。
侯玫如（2002）。多重目標導向對國中生認知、動機、情緒與學習行為之影響。國立成功大學教育研究所碩士論文。
施淑慎（2004）。成就目標、自我效能、以及策略使用在考試焦慮上所扮演之角色。國立臺北師範學院學報，17（2），355-378。
施淑慎 (2006)。教室目標結構與成就目標取向對國小學童自我阻礙行為及考試焦慮之預測作用。教育與心理研究，29（2），517-546。
施淑慎（2007）。國小學童之智力內隱理論、成就目標及運用逃避策略間徑路模式之檢驗。教育與心理研究，30（1），141-171。
高旭繁（2008）。華人在傳統與現代生活情境中的傳統與現代行為：人境互動論的觀點。臺灣大學心理學研究所學位論文。
黃惠卿、林啟超（2005）。國中生數學之成就目標對自我效能和不適應學習行為之關係。教育科學期刊，5（2），27-51。
黃家齊、黃荷婷（2006）。團隊成員目標導向對於自我與集體效能及創新之影響—一個多層次研究」。管理學報，23（3），327-346。
陳正昌、程炳林、陳新豐、劉子鍵（2009）。多變量分析方法：統計軟體應用（六版）。台北：五南。
陳嘉成（2001）。中學生之成就目標導向、動機氣候知覺與學習行為組型之關係研究。教育與心理研究，24，167-190。
陳嘉成（2006）。為什麼自我跛足？與數學能力知覺、測驗焦慮對學習行為組型的中介效果。測驗學刊，53（1），49-78。
陳嘉成（2008）。調節假設或適配假設?二個相競假設的檢驗與知覺目標結構變化對學習組型影響之研究。教育與心理研究，31（2），27-58。
陳嘉成（2010）。強勢目標或多元目標？不同分析法對國小學童學習歷程之差異比較與成就目標影響學習成就路徑之模式檢驗。教育與心理研究，33（3），107-137。
程炳林（2001）。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報：教育類，46（1），67-92。
程炳林（2003）。四向度目標向模式之研究。師大學報：教育類，48（1），15-40。
程炳林（2006）。主觀能力與逃避策略之關係。師大學報：教育類，51（2），1-24。
程炳林、林清山（2000）。中學生自我調整學習之研究。國科會專案研究報告。NSC 89-2413-H-035-001。
程炳林、林清山（2002）。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34（1），43-60。
彭淑玲、程炳林（2005）。四向度課室目標結構、個人目標取向與課業求助行為之關係。師大學報：教育類，50（2），69-95。
張筱涵（2010）。國中生自我價值行動狀態導向對逃避策略的預測暨課室目標結構的調節效果。國立成功大學教育研究所碩士論文。
楊岫穎（2003）。國中生自我設限的情境及歷程因素之研究。國立成功大學教育研究所碩士論文。
溫忠麟、張雷、侯杰泰（2006）。有中介的調節變量和有調節的中介變量。心理學報，38（3），448-452。
歐用生、盧雪梅（1991）。教學理論－學習心理學的取向。台北：心理。
劉佩雲（2000）。自我調整學習模式及其驗證。教育與心理研究，23，173-206。
劉佩雲（2009）。目標導向與趨向或逃避行為之關係探討。課程與教學季刊，12（3）213-240。
賴美璇（2006）。動機調整策略融入英語科之教學效果。國立成功大學教育研究所碩士論文。
鄭芬蘭、林清山（1997）。目標導向因果模式之驗證。教育心理學報，29（2），215-232。
謝岱陵（2003）。國中生四向度目標導向之中介效果分析。國立成功大學教育研究所碩士論文。
謝志偉、吳璧如（2003）。教師目標結構與國小六年級學生目標取向、自我調節學習之關係研究。彰化師大教育學報，4，75-96。

二、西文部分
Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76(3), 478-487.
Ames, C. (1992). Classroom: Goals, structure, and student motivation. Journal of Educational Psychology, 84, 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’ learning strategies and motivation process. Journal of Educational Psychology, 80, 260-267.
Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientation, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22, 269-298.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and
Company.
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.
Bandalos, D. L. (2002). The Effects of Item Parceling on Goodness-of-Fit and Parameter Estimate Bias in Structural Equation Modeling. Structural Equation Modeling: A Multidisciplinary Journal, 9(1), 78-102.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Bell, B. S., & Kozlowski, W. J. (2002). Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge. Journal of Applied Psychology, 87(3), 497-505.
Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals.. Journal of Educational Psychology, 93(1), 23-34.
Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of the learning environments across domains and achievement levels. Journal of Educational Psychology, 97, 656-672.
Bong, M. (2008). Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating. The Journal of Experimental Education, 76(2), 191-217.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perception of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54.
Covington, M. V. (1992). Making the grade: a self-worth perspective on motivation and school reform. NY: Cambridge University Press.
Dweck, C. S. (1986). Motivation Process affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Edward, J. R., & Lambert, L. S. (2007). Methods for Integrating moderation and mediation: A general analytical framework using moderated path analysis. Psychological Methods, 12(1), 1-22.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Education Psychologist, 34(3), 169-189.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 76, 549-563.
Elliot, A. J., & McGregor, H. A. (2001). A 22 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613-628.
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
Erlanger, A. T., Megan, C., & Robert, W. H. (2009). The influence of parenting styles, achievement motivation, and self efficacy on academic performance in college students. Journal of College Student Development, 50, 337-347.
Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2007). Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases Contemporary Educational Psychology, 32, 434–458.
Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2010). Changes in efficacy beliefs in mathmetics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases. Journal of Educational Psychology, 102, 102-114.
Gregory, S., Christy, H., Tracy, T. C., & Roger, B. (1995). Academic Goal Orientations and Student Classroom Achievement. Contemporary Educational Psychology, 20(3), 359-368.
Gutman, L. M. (2006). How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition. Contemporary Educational Psychology, 31(1), 44-63.
Kaplan, A., Gheen, M., & Midgley, C. (2002). Classroom goal structure and student disruptive behavior. British Journal of Educational Psychology, 72, 191-211.
Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100, 15-29.
Linnenbrink, E. A., & Pintrich, P. R. (2001). Multiple goals, multiple contexts: The dynamic interplaybetween personal goals and contextual goal stresses. In S. Volet & S. Jarvela (Eds.), Motivation inlearning contexts:Theoretical advances and methodological implications (pp. 251-269). NY: Pergamon.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78.
Marsh, H. W., Wen, Z., & Hau, K. T. (2004). Structural Equation Models of Latent Interactions: Evaluation of Alternative Estimation Strategies and Indicator Construction. Psychological Methods, 9(3), 275-300.
Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Education Psychology, 89(4), 710-718.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61-75.
Muller, D., Judd, C. M., & Yzerbyt, V. Y. (2005). When moderation is mediated and mediation is moderated. Journal of Personality and Social Psychology, 89, 852-863.
Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101(2), 432-447.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Nicholls, J. G., Cheung, P. C., Lauer, J., & Patashnick, M. (1989). Individual difference in academic motivation: Perceived ability, goal, belief, and value. Learning and Individual Difference, 1, 63-84.
Phillips, J. M., & Gully, S. M.(1997). Role of goal orientation, ability, and locus control inthe self-efficacy and goal setting process. Journal of Applied Psychology, 82(5), 792-802.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In M. Maehr, and C.Ames (Eds.), Advances in motivation and achievement: Motivation Enhancing Environments. Vol.6, (pp. 117-160). Greenwich, CT:JAI Press.
Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.451-502). San Diego, CA: Academic Press.
Pintrich, P. R. (2000b). Multiple Goal, Multiple Pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42, 185-227.
Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993). Role of mathematics self-efficacy in the structure model of mathematics achievement. Journal of Educational Psychology, 85(1), 41-48.
Ryan, A. M., Gheen, M., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528-535.
Ryan, A. M., Pintrich, P. R., & Midgley, C. (2001). Avoiding seeking help in the classroom: Who and why? Educational Psychology Review, 13(2), 93-114.
Schunk, D. H. (1989). Self-efficacy and achievement behavior. Education Psychology Review, 1, 178-208.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research,and applications. (3 nd ed.). NJ:Prentice Hall.
Turner, J. C., Meyer, D. K., Anderman, E. M., Midgley, C., Gheen, M., Kang, Y., & Patrick, H. (2002). The classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Jounal of Educationl Psychology, 94(1), 88-101.
Turner, J. C., Thorpe, P. K., & Meyer, D. K. (1998). Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90(4), 758-771.
Urdan, T. (2004). Using multiple methods to assess students' perceptions of classroom goal structures. European Psychologist, 9(4), 222-231.
Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2), 115-138.
Urdan, T., Midgley, C., & Anderman, E. M. (2001). The role of classroom goal structure in students’ use of self-handicapping strategies. American Educational Research Journal, 35, 101-122.
Urdan, T. C. (1997). Examining the relations among early adolescent students' goals and friends' orientation toward effort and achievement in school. Contemporary Educational Psychology, 22(2), 165-191.
Volet, S. E. (1997). Cognitive and effective variable in academic learning: The significance of direction and effort in student’ goal. Learning and Instruction, 25, 82-91.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychology Review, 92, 548-573.
Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientation to predict students’ motivation, cognition, and achievement. Jounal of Educationl Psychology, 96(2), 236-250.
Wolters, C. A., & Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.
Wood, R., & Bandura, A. (1989). Effect of perceived controllability and performance standards on self-regulation of complex decision making. Journal of Personality and Social Psychology, 56(5), 805-814.
Xiang, P., & Lee, A. (2002). Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors. Research Quarterly for Exercise and Sport, 73(1), 58-65.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30(4), 165-191.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.