本研究目的為:（一）修編中文版動機干擾學習經驗量表，並分析該量表的信、效度。（二）探討國中生的個人目標導向、自我調整學習策略與任務專心/分心行為-動機干擾三者之關係，並進一步考驗自我調整學習策略是否扮演個人目標導向與任務專心/任務分心-動機干擾之關係的中介變項角色。
　　為完成上述研究目的，本研究抽取第一批預試樣本285名，抽樣範圍為台灣地區七至八年級國中生，以探索性因素分析與內部一致性考驗中文版動機干擾學習經驗量表之信、效度。其次，本研究抽取第二批正式樣本681名國中生，採用驗證性因素分析以再次驗證中文版動機干擾學習經驗量表，並進一步以結構方程模式（SEM）考驗本研究所建構的「動機干擾中介模式」與國內國中生觀察資料的適配度。研究工具包括研究者修編的中文版動機干擾學習經驗量表、個人目標導向量表與自我調整學習策略量表。
本研究發現如下:
一、 本研究修編的中文版動機干擾學習經驗量表的探索性因素分析、內部一致性的結果均良好，再者，本研究建構的家中情境-動機干擾行為模式與課堂情境-動機干擾行為模式驗證性因素的模式具有良好的適配度，亦即中文版動機干擾學習經驗量表具有良好的信、效度。
二、 本研究所建構的「動機干擾中介模式」獲得觀察資料支持，即表示自我調整學習策略是個人目標導向與任務專心/任務分心-動機干擾的中介變項。分析結果顯示:個人目標導向會透過自我調整學習策略對任務專心/任務分心-動機干擾產生間接效果。其中，在家中情境，逃避表現目標透過自我調整學習策略對任務專心-動機干擾的間接效果最強，趨向精熟目標透過自我調整學習策略對任務分心-動機干擾的間接效果最強;在課堂情境，逃避表現目標透過自我調整學習策略對任務專心-動機干擾的間接效果最強，逃避精熟目標透過自我調整學習策略對任務分心-動機干擾的間接效果最強。
本研究根據研究結果進行討論，並且提供教學輔導及未來研究之建議。

The purposes of this study were (a) to developed the Chinese version of Learning Experience of Motivational Interference Scale and analyze its reliability and validity; (b) to discuss the interrelationship among individual goal orientations, self-regulated learning strategies, and On-task / Off-task motivation interference. To achieve the purposes above, In the study of first sample, the exploratory factor analysis and Cronbach’s α reliability were adopted to test the Chinese version of Learning Experience of Motivation Interference Scale. In the study of second sample, the confirm factor analysis and structural equation model (SEM) were used to verify the Chinese version of Learning Experience of Motivational Interference Scale and examine if the model were able to bring the motivation interference behavior into existence.
The results of this study were summarized as following: (a) the Chinese version of Learning Experience of Motivational Interference Scale have good reliability and validity. (b) the motivational interference behavior model fitted the empirically observed data well. It means that self-regulated learning strategies is the mediator variable of individual goal orientations and On-task / Off-task motivation interference.

一、中文部分
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