本研究之研究目的為：（一）以真分數模式來探討自我決定動機歷程模式各變項隨時間而改變之情形。(二) 以有條件多變項潛在曲線模式來考驗知覺社會自主性支持長期發展如何影響基本心理需求之變動，並透過基本心理需求進而影響學生自我決定動機之變動，再透過自我決定動機影響其隨後學習行為之變動。為完成上述研究目的，本研究採用縱貫研究設計，抽取台灣地區96學年度入學之國一學生共925名，作為本研究之研究樣本。受試學生於96學年度下學期、97學年度上學期與97學年度下學期接受「知覺社會自主性支持量表」、「基本心理需求量表」、「自我決定動機量表」、「趨向行為量表」與「逃避行為量表」三次的測量。
本研究的發現如下：
一、本研究18個變項的真分數模式皆可用來解釋國中生的觀察資料。
二、國中生知覺父母自主性支持、知覺教師自主性支持、自主性、缺動機、逃避求助、逃避生疏、自我設限與防衛性悲觀皆隨時間呈現上升的趨勢。
三、國中生認同調整、內攝調整、後設認知策略、訊息處理策略與努力皆隨時間呈現下降的趨勢。
四、國中生勝任感隨時間呈現先下降後上升的趨勢。
五、國中生聯繫感、內在動機、外在調整與堅持隨時間的進展維持不變。
六、學習行為有條件多變項潛在成長曲線模式可用來解釋國中生的觀察資料。進一步的分析結果顯示：知覺社會自主性支持之初使與改變狀態對基本心理需求之初使與改變狀態具有直接效果；基本心理需求之初使與改變狀態對自我決定動機之初使與改變狀態具有直接效果；自我決定動機之初使與改變狀態對學習行為之初使與改變狀態具有直接效果；知覺社會自主性支持透過基本心理需求對自我決定動機產生間接效果；基本心理需求透過自我決定動機對學習行為產生間接效果；知覺社會自主性支持透過基本心理需求，進而對自我決定動機產生間接效果，爾後在透過自我決定動機對學習行為產生間接效果。
本研究根據研究結果提出建議，以供國中教學、學習輔導與未來研究之參考。

The purposes of this study were to (a) use the model of true intraindividual change (TIC) to explore the changes of all variables of students’ self-determined motivation model with the time (b) use the conditional multivariate latent curve model (CMLCM) to test how the long-term development of perceived social autonomy support influenced the changes of basic psychological needs, how it influenced the transitions of self-determined motivation through basic psychological needs, and then how the variances of learning behavior are affected through basic psychological needs as well as self-determined motivation. To achieve the purposes above, this study used the longitudinal design. The participants were 925 junior high school students who enrolled in 2007 academic year. The data collection took place for 3 consecutive semesters when the participants were in the second semester of 7th grade and in the first and the second semesters of 8th grade. The instruments used in this study include the Perceived Social Autonomy Support Scale, the Basic Psychological Needs Scale, the Self-Determined Motivation Scale, the Approach Behavior Scale, and the Avoidance Behavior Scale.
The results of this study were summarized as following: (a) The model of true intraindividual change of all variables fitted the empirically observed data. (b) The results of analysis showed that students’ perceived autonomy support from parents and teachers, perception of autonomy, amotivation, avoidance of help seeking, avoidance of novelty, self-handicapping, and defensive pessimism significantly increased by the lapse of time. (c) Identified regulation, introjected regulation, metacognitive strategy, information-processing strategy, and effort significantly decreased with the time. (d) Relatedness, intrinsic motivation, external regulation, and persistence remain unchanged with the time. (e) Levels of competence decreased in the period of the second semester of 7th grade and the first semester of 8th grade and then increased during the second semester of 8th grade. (f) The learning behavior conditional multivariate latent curve model fitted the empirically observed data. The initiative and change conditions of the perceived social autonomy support had direct effects on the initiative and change conditions of the basic psychological needs; the initiative and change conditions of the basic psychological needs had direct effects on the initiative and change conditions of the self-determined motivation; the initiative and change conditions of the self-determined motivation had direct effects on the initiative and change conditions of the learning behavior; and the initiative and change conditions of the perceived social autonomy support had indirect effects on the initiative and change conditions of the self-determined motivation through the basic psychological needs, and then had indirect effects on the initiative and change conditions of learning behavior through self-determined motivation.
Based on the findings of this study, suggestions for junior high school teaching, educational guidance and further researches were proposed.

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程炳林（2003）。四向度目標導向模式之研究。師大學報：教育類，48（1），1-24。
程炳林（2006a）。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（2006b）。四向度目標導向的潛在狀態-特質成分及潛在改變量分析。未出版。
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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。
簡嘉菱（2009）。自我決定動機與學業情緒模式之探討。國立成功大學教育研究所碩士論文。

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