本研究的主要目的為：（一）編製國中生社會目標量表，並分析其信、效度。（二）分析社會目標、成就目標與適應性學習組型之關係，並比較互補、發展、階層及成就－社會目標模式與觀察資料的適配度。（三）驗證本研究所建構的環境－社會與成就目標歷程模式與觀察資料的適配度。
　　為完成上述目的，本研究分為研究ㄧ、研究二和研究三。在研究一中，研究者編製社會目標量表，抽取384名國中生為樣本，以進行探索性因素分析及信度分析；另外，並抽取415名國中生為樣本，進行社會目標量表之驗證性因素分析，以檢驗此量表的建構效度。在研究二中，本研究抽取415名國中生為樣本，受試者接受社會目標量表、個人目標導向量表與適應性學習組型量表的測量，以比較互補、發展、階層及成就－社會目標模式與觀察資料的適配度。在研究三中，本研究抽取513名國中生為樣本，以環境目標結構量表、社會目標量表、個人目標導向量表與適應性學習組型量表為測量工具蒐集觀察資料，以驗證環境－社會與成就目標歷程模式與觀察資料的適配度。
　　本研究的發現如下：
一、本研究編製社會目標量表並進行因素分析，結果顯示此量表的信、效度均佳。其次，社會目標驗證性因素分析模式與觀察資料適配，代表本量表具有良好的建構效度。
二、從競爭模式的比較上，研究結果顯示發展模式具有理想的模式效度，適合用來解釋國中生的觀察資料。分析結果顯示：社會關係目標能正向預測趨向精熟目標與逃避精熟目標；社會責任目標能正向預測趨向精熟目標、逃避精熟目標與趨向表現目標；社會地位目標能負向預測趨向精熟目標，正向預測趨向表現目標與逃避表現目標。
三、本研究所建構的環境－社會與成就目標歷程模式可用來解釋國中生的觀察資料。分析結果顯示：環境精熟目標結構能正向預測社會關係目標、社會責任目標、社會地位目標、趨向精熟目標與逃避精熟目標；環境表現目標結構能正向預測社會地位目標、逃避精熟目標、趨向表現目標與逃避表現目標；且在此模式中，社會關係目標對趨向精熟目標與逃避精熟目標的直接效果並不顯著。

　　本研究根據研究結果進行討論，以供國中教學、學習輔導及未來研究之參考。

　　The purposes of this study were to (a) know if the Social Goals Scale developed in this study had good reliability and validity, (b) examine the relationship between social goals, achievement goals and adaptive patterns of learning, and test model fit of the complementary model, developmental model, hierarchical model and achievement-social goal model, (c) test model fit of the environment-social and achievement goals model constructed in the present study.
To achieve the purposes mentioned above, there were three studies. In addition, the studies used junior high school students as participants, who were divided into three groups. In studyⅠ, 384 studentes as the first group were uesd to test the reliability of the Social Goals Scale. 415 studentes, the second group, were adopted to test a confirmatory factor analysis model. In study Ⅱ, the second group was also utilized to test the model fit of the models on this study. The instruments used in study Ⅱ included the Social Goals Scale, Individual Goal Orientation Scale and Adaptive Patterns of Learning Scale. In study Ⅲ, 513 studentes which were the third group were observed to test the model fit of the environment-social and achievement goals model. The instruments used in study Ⅲ included the Environment Goal Structure Scale, Social Goals Scale, Individual Goal Orientation Scale and Adaptive Patterns of Learning Scale.
The results of this study were summarized as following: (a) The Social Goals Scale developed in this study had good reliability and validity, and the theoretical model fitted the data well. (b) The developmental model fitted the empirically observed data well. The social relationship goal positively predicted the approach-mastery goal and avoidance-mastery goal ; the social responsibility goal positively predicted the approach-mastery goal, avoidance-mastery goal and approach-performance goal ; the social status goal negatively predicted the approach-mastery goal, positively predicted the approach-performance goal and avoidance- performance goal. (c) The environment-social and achievement goals model adequately fitted the observed data. The environment mastery goal structure positively predicted the social relationship goal, social responsibility goal, social status goal, approach-mastery goal and avoidance-mastery goal ; the environment performance goal structure positively predicted the social status goal, avoidance-mastery goal, approach-performance goal and avoidance –performance goal ; the social relationship goal didn’t positively predict the approach-mastery goal and avoidance-mastery goal.
Based on the findings in this research, suggestions for junior high school implications, educational guidances and futher studies were proposed.

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