本研究主要目的為：（一）編製學業倦怠量表，分析該量表之信、效度，並探討國中生國文科學業倦怠現況。（二）分析國中生學業倦怠在學業情緒與學習涉入之間的中介效果，並考驗本研究所建構的「學業倦怠歷程模式」與觀察資料是否適配。（三）分析國中生知覺的課室目標結構在學業倦怠與學習涉入之關係的調節效果。為完成研究目的一，本研究編製學業倦怠量表，抽取台灣135名八年級國中生為樣本，進行探索性因素分析及信度分析；另抽取474名八年級國中生，進行驗證性因素分析，以檢驗量表的建構效度。為完成研究目的二與三，本研究以474名國中生為樣本，受試者接受課業情緒量表、學業倦怠量表、學習涉入量表以及課室目標結構量表的測量，收集到的資料以結構方程模式（SEM）進行分析。
本研究的發現如下：
一、本研究編製的學業倦怠量表信、效度均佳，且學業倦怠量表之二階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。以此量表進行施測後發現，國中生在國文科上普遍具有學業倦怠的情況。
二、學業倦怠是學業情緒與學習涉入之間的中介變項，且本研究所建構的學業倦怠歷程模式成立。進一步分析顯示：正向學業情緒能夠負向預測學業倦怠、正向預測學習涉入；負向學業情緒則能夠正向預測學業倦怠、負向預測學習涉入；學業倦怠能夠負向預測學習涉入。
三、國中生知覺的課室目標結構是學業倦怠對學習涉入間的調節變項。當國中生知覺到精熟課室目標結構時，學業倦怠對學習涉入的預測效果將不顯著；當國中生知覺到表現課室目標結構時，將會增強學業倦怠對學習涉入的負向預測效果。
本研究根據研究結果進行討論，並提出教學輔導與未來研究之建議。

The purpose of the study were as follows: (a) To develop the Academic Burnout Inventory and examine the reliability and validity of it, and use it to explore the status of junior high school students’ academic burnout. (b) To examine the mediating effect of academic burnout between positive/negative academic emotions and learning engagement, and to examine the goodness of fit between the academic burnout process model proposed by the author and the observed data. (c) To analyze the moderating effect of classroom goal structures on the relation among academic burnout and learning engagement.
The results of this study were summarized as follows: (a) The Academic Burnout Inventory developed in this study had good reliability and validity. By using it, the results show that junior high school students in Taiwan had academic burnout in Chinese. (b) In this study, the effects of academic emotions and learning engagement are mediated by academic burnout. And the academic burnout process model proposed by the author fitted well and could be used to explain the observed data in Taiwan. (c)The relation among academic burnout and learning engagement were moderated by classroom goal structures.

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