本研究的目的為：（1）以行動控制理論為基礎，透過訪談，重新建構一份行動控制量表，並考驗其信、效度。（2）探究成敗情境對行動導向者、認知狀態導向者與情緒狀態導向者，其負向情感反應、自我效能與工作記憶容量的影響。（3）驗證本研究提出的一個包含學習意向（學習動機）、目標引導行為（學習策略）和行動控制策略的學習歷程模式與大學生觀察資料之間的適配度，並比較行動導向、認知狀態導向與情緒狀態導向三組，其行動控制策略在該模式中是否有不同的中介效果。
基於上述目的，本研究分為研究一、研究二和研究三。在研究一中，研究者對27名大學生進行半結構式訪談，並以行動控制論為基礎統整訪談結果，重新編製「行動控制量表」，另選取433名大學生為樣本考驗量表的信、效度。
在研究二中，研究者選取大學生113名為研究樣本進行實驗研究。在實驗操弄之前，本研究將對受試者施予「行動控制量表」、「工作記憶容量測驗」、「自我效能量表」及「負向情感反應量表」的前測，之後根據「行動控制量表」中「失敗」分量表的施測結果，隨機分派受試者至兩個情境組---成功情境組與失敗情境組，接著進行情境的操弄，最後再對受試者施予「工作記憶容量測驗」、「自我效能量表」及「負向情感反應量表」的後測。本研究二所使用的測量工具包括「行動控制量表」、「自我效能量表」、「負向情感反應量表」，所蒐集的資料採三因子混合設計變異數分析（three-way mixed design ANOVA）考驗各項假設。
在研究三中，本研究以台灣地區大學生為研究對象，抽選433人為研究樣本。本研究三所使用的量表包括「學習動機量表」、「行動控制策略量表」、「學習策略量表」與「行動控制量表」。研究所蒐集的資料以SEM法考驗研究假設。
本研究一的結果顯示：新編行動控制量表的信、效度均佳。本研究二的結果顯示：（1）面對失敗情境的的情緒狀態導向組，其負向情感後測顯著地高於其前測，而行動導向組與認知狀態導向組在負向情感的前、後測上沒有差異。（2）不論受試者屬於行動導向、認知狀態導向或情緒狀態導向，面對失敗情境組的受試者，其自我效能的後測會顯著地低於自我效能的前測。（3）不論受試者屬於行動導向、認知狀態導向或情緒狀態導向，面對失敗或成功情境，其工作記憶容量後測顯著高於工作記憶容量前測。
本研究三的結果顯示：（1）大學生學習歷程模式具有理想的整體適配度和內在品質，適合用來解釋國內大學生的觀察資料。（2）行動控制可以維持學習動機、支撐學習策略並擴增學習動機
對學習策略的效果，此效果在行動導向者的學習歷程中最為明顯。（3）行動控制在情緒狀態導向者的學習歷程中所扮演的角色最為重要，因其學習動機幾乎無法直接啟動學習策略，僅靠行動控制策略的中介效果擴增學習動機對學習策略的全體效果。本研究根據三個研究的結果進行討論並提出教學輔導及未來研究上的建議。

The purposes of this study had three folds: (1) to construct an indigenous College Students Action Control Scale based on the action control theory, by interview 27 college students in Taiwan. The psychometric properties were then investigated; (2) to investigate, after assigning success or failure condition to 113 college students, the differences of action-oriented, cognitive state-orientated, and emotional state-oriented subjects on working memory capacity, self-efficacy, and negative affective reaction by using 2 × 3 repeated measure design and (3) to test the model fit of the mediating effect of action control strategies between the predecisional (learning motivation) and postdecisional (learning strategies) phases. Furthermore, the mediating effects of action control strategies on action-oriented, cognitive action-oriented, and emotional state-oriented college students were compared.
The results of study Ⅱ showed that: (1) In the failure condition, the emotional state-oriented subjects’ negative affective reaction in the posttest was higher than that in the pretest. (2) No matter what kind of orientation he/she was, in the failure condition, the subjects’ self-efficacy in the posttest was lower than that in the pretest.
The results of studyⅢshowed that: (1) The theoretical model fitted the data well and this result supported the action control theory; (2) The mediating effect of the action control strategies on the subjects of action-orientated students is the greatest.

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