本研究主要目的有二：（一）探討課室目標線索、個人目標導向與測量階段對國小學童由左到右乘法解題成就之影響；（二）考驗課室目標線索、個人目標導向與測量階段對國小學童自我調整學習之影響。（三）課室目標線索對個人目標導向之影響。
為完成前述目的，本研究採動機評量之情境特定觀點，研究者進入課室當中，藉由教導國小學童由左到右乘法解題工作進行一次預試與三次實驗操弄。本研究預試以台南縣、市地區國民小學隨機抽取五所學校、10個六年級班級，共312名受試樣本進行「個人目標導向量表」、「自我調整學習量表」之信、效度分析，及「解題練習單」（甲、乙、丙三式）、「解題成就測驗」（甲、乙二式）試題分析。在正式實驗時，本研究亦自台南縣、市地區國民小學隨機抽取四所學校、12個六年級班級，有效樣本共366人。每班以小組方式進行實驗操弄，各組人數約為五至六人，故每班可分為六組，其中趨向精熟課室目標線索、趨向表現課室目標線索與多重課室目標線索各佔兩組。本研究以前測、後測及延後測三階段蒐集受試者相關資料，做以分析研究者所操弄之課室目標線索，與學習者所持有之個人目標導向對解題成就及自我調整學習之交互影響，以及課室目標線索對個人目標導向之影響。針對研究目的，以三因子混合設計變異數分析考驗各項假設。
研究結果顯示，在解題成就上，課室目標線索組與測量階段二因子交互作用達到顯著，個人目標導向組之主要效果亦達顯著。在自我調整學習上：（1）課室目標線索組、個人目標導向組與測量階段在認知處理上之三因子交互作用達顯著水準、個人目標導向組之主要效果達顯著水準、測量階段之主要效果亦達顯著水準；（2）在後設認知策略上，個人目標導向組之主要效果達顯著水準、測量階段之主要效果亦達顯著水準；（3）課室目標線索組與測量階段在主觀能力上之二因子交互作用達顯著水準、個人目標導向組與測量階段二因子交互作用達顯著水準、測量階段之主要效果亦達顯著水準；（4）個人目標導向組與測量階段在工作價值上之二因子交互作用達顯著水準、個人目標導向組之主要效果達顯著水準、測量階段之主要效果亦達顯著水準；（5）在努力堅持上，個人目標導向組之主要效果達顯著水準、測量階段之主要效果亦達顯著水準；（6）個人目標導向組與測量階段在工作選擇上之二因子交互作用達顯著水準、個人目標導向組之主要效果達顯著水準。
本研究依據研究結果提出建議，以提供國小教學學習輔導及未來研究之參考。

The purpose of this study were to (a) explore the effect of cues of classroom goal, personal goal orientation, and measurement occasion on elementary school students’ solving mathematics problems achievement, (b) examine the effect of cues of classroom goal, personal goal orientation, and measurement occasion on elementary school students’ self-regulated learning.
For the purpose of this study, the concept of situation-specific motivation measurement was adopted. The researcher enters classroom, conducting one trial-out and three experiments by teaching students “left-to-right” multiplication solving skill. In the trial-out, 312 elementary school students from 10 six-grade classes in five elementary schools in Tainan were choose to analyze the reliability and validity of “Personal Goal Orientation Scale”, “Self-Regulated Learning Scales, and items difficulty, discrimination of “Worksheet”(A, B, C) and “Solving Mathematic Problems Text” (A, B, C). The participants were 366 from 12 six-grade classes in four elementary schools in Tainan for experiment. Each of classes were divided into six groups with 5-6 people: cues of approach-mastery classroom goal, cues of approach-performance classroom goal, and cues of multiple classroom goal were two among them. The collected data through pretest, posttest, and delayed posttest were analyzed by three-way ANOVA. In the light of purposes, three-way mixed design ANOVA were conducted to test hypotheses.
Result showed that there were a significance two-way interaction between the cues of classroom goal groups and measurement occasion on achievement of solving mathematics problems, and a significance main-effect on personal goal orientation groups. In terms of self-regulated learning: (a)the three-way interaction among the cues of classroom goal groups, personal goal orientation groups, and measurement occasion on cognition processing strategy was significant, the main-effect of personal goal orientation groups was significant, and the main-effect of measurement occasion was significant; (b) the main-effect of personal goal orientation groups on metacognitive strategy was significant, and the main-effect of measurement occasion was significant; (c)the two-way interaction between the cues of classroom goal groups and measurement occasion on subjective ability was significant, the two-way interaction between the personal goal orientation groups and measurement occasion was significant, and the main-effect of measurement occasion was significant; (d) the two-way interaction between the personal goal orientation groups and measurement occasion on task value was significant, and the main-effect of personal goal orientation groups was significant, and the main-effect of measurement occasion was significant; (e) the main-effect of personal goal orientation groups on effort and persistence was significant, and the main-effect of measurement occasion was significant; (f) the two-way interaction between the personal goal orientation groups and measurement occasion on tasks choice was significant; and the main-effect of personal goal orientation groups was significant.
Based on the finding in this research, suggestions for elementary school implications, educational guidance and further studies were proposed.

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