本研究目的為（一）建構六向度個人目標導向量表，並分析該量表的信、效度。（二）考驗學習興趣在個人目標導向與自我調整學習策略之間的中介效果。（三）分析學習興趣在個人目標導向與自我調整學習策略之間的中介效果受到知覺課室目標結構調節之情形。本研究以叢集抽樣抽取台灣地區北、中、南、東707位國一學生為樣本，並以結構方程模式（SEM）考驗研究假設。

本研究發現如下：
一、本研究編製的個人目標導向量表信、效度良好，且個人目標導向六向度驗
證性因素分析模式與觀察資料適配，即本量表具有良好的建構效度與信
度。
二、學習興趣是個人目標導向與自我調整學習策略之間的中介變項：任務趨向
目標透過學習興趣能預測自我調整學習策略；任務逃避目標透過學習興趣
能預測自我調整學習策略；自我趨向目標透過學習興趣能預測自我調整學
習策略；自我逃避目標透過學習興趣能預測自我調整學習策略；他人趨向
目標透過學習興趣能預測自我調整學習策略；他人逃避目標透過學習興趣
能預測自我調整學習策略。
三、學習興趣在個人目標導向與自我調整學習策略之間的中介效果部分受到知
覺課室目標結構所調節。精熟課室目標結構得分越高，自我趨向目標透過
學習興趣對自我調整學習策略的中介效果會越大；他人趨向目標透過學習
興趣對自我調整學習策略的的中介效果則越小；而他人逃避目標需要在學
習者知覺精熟課室目標結構程度不高時，透過學習興趣對自我調整學習策
略才具有效果。當表現課室目標結構得分越高，自我逃避、他人趨向與他
人逃避目標透過學習興趣影響自我調整學習策略的中介效果也就越大。

本研究依據分析結果進行討論，並提出對教學輔導及未來研究之建議。

The pueposes of the research were to (a) create the 3×2 Individual Goal Orientation Scale according to the 3×2 goal theory, then test the reliability and validity of this scale ; (b)examine the mediated effect of self-regulated learning strategies affected by individual goal orientations via learning interest and (c) analyze the moderated effect of classroom goal structures, during learning interest affected by individual goal orientations. The sample was consisted of 707 junior high school students in Taiwan. The collection data were analyzed by SEM.

The results of this study were summarized as following:
1. The 3×2 Individual Goal Orientation Scale developed in
this study has good realiability and validity.
2. The effect of individual goal orientations predicting
self-regulated learning strategies were mediated by
learning interest. The learning interest mediates the
relations between task-approach goal / task-avoidance
goal / self-approach goal / self-avoidance goal / other-
approach goal / other-avoidance goal and self-regulated
learning strategies.
3. When the mediate relation between individual goal
orientations, learning interest and self-regulated
learning strategies established, classroom goal
structures would be able to possess conditional indirect
effects of mediate relation. Under classroom mastery
goal structure, self-approach goal would increase
mediate effect of self-regulated learning strategies;
other-approach goal would decrease mediate effect of
self-regulated learning strategies; however other-
avoidance goal decrease it while classroom mastery goal
structure is more unobvious. Under classroom performance
goal structure, self-avoidance goal / other-approach
goal / other-avoidance goal would increase mediate
effect of self-regulated learning strategies.

Based on the finding of the research, we discussed the implications and proposed suggestions for junior high school teaching, educational guidance and further research.

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