本研究之研究目的為：(一) 驗證本研究所建構的「逃避策略模式」與觀察資料是否適配，並分析國中生自我價值與逃避策略的交互效果及行動/狀態導向對逃避策略的預測效果。（二）分析學生知覺的課室目標結構在逃避策略模式中的調節效果。本研究採縱貫設計，共抽取台灣地區1255名國一學生為樣本，並分別在其國一與國二階段接受測量，所蒐集之觀察資料以結構方程模式（SEM）與多樣本分析（multi-sample analysis）進行考驗。
本研究發現如下：
一、 本研究所建構的逃避策略模式獲得觀察資料的支持，可用來解釋國內國中生的觀察資料。進一步分析結果顯示：行動/狀態導向對逃避策略有負向的預測效果，且對學習者半年後的逃避策略使用有較高的全體效果；自我價值與逃避策略具有交互效果，進一步以模式比較法分析得知：逃避策略對自我價值的直接效果大於自我價值對逃避策略的直接效果。
二、 學習者知覺的課室目標結構具有對自我價值與逃避策略關係的調節效果：在趨向精熟的課室目標結構中，學習者的自我價值對後續逃避策略使用有顯著的負向效果；但其逃避策略使用頻率對後續自我價值感的負向效果並不顯著。在趨向表現的課室目標結構中，學習者的自我價值對後續逃避策略的負向效果不顯著；但學習者的逃避策略使用對後續的自我價值感有顯著的負向效果。

本研究依據分析結果進行討論，並提出教學輔導與未來研究之建議。

The study based on self-worth theory and the action control theory, attempted to construct the avoidance strategies model, and tried to view the moderated effects of classroom goal structure on avoidance strategies. Therefore, the purposes of this study were: (a) examine the fit between the avoidance strategies model and observed data, and explore the junior high school students’ action/state orientation on the prediction of avoidance strategies and the reciprocal causal relationship between self-worth and avoidance strategies. (b) analyze the moderating effects of the classroom goal structure on the avoidance strategies model. A longitudinal design was adopted in this study. Participants were 1255 junior high school students in Taiwan and the observed data were taken in 7th grade and 8th grade. The collected data were analyzed via SEM and multi-sample analysis.
The findings of this study were summarized as follows: (a) the avoidance strategies model constructed in this study fit the observed data well, and could be used to explain the observed data throughout Taiwan. The analyzed results show that action / state orientation has a negative effect on the avoidance strategy, especially has a greater effect on avoidance strategies after six months. And, there is an reciprocal causal relationship between self-worth and avoidance strategies, and the further analysis results show: the direct effects of avoidance strategies on self-worth is greater than the self-worth on avoidance strategies. (b) the relationship between self-worth and avoidance strategies were moderated by classroom goal structure: In the approach-mastery classroom goal structure, the learner's self-worth had a significant negative effect on the use of avoidance strategies, but the use of avoidance strategies were not related to their self-worth effect. In the approach-performance classroom goal structure, the students’ self-worth was not related to their avoidance strategies, but the use of avoidance strategies had a significant negative effect on their self-worth.
Based on the results of this study, we discussed the implications for teaching and proposed recommendations for future research.

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