社會化的成就目標是學生學習動機的重要組成部分，在教育現場有重大的應用價值。本研究旨在建立模型以解釋社會贊許目標的前因及其對青少年憂鬱的影響，即父母投入（包括父母關心與共同商量）如何影響社會贊許目標，以及社會贊許目標如何與自主需求共同影響憂鬱（包括身體症狀、憂鬱情緒及易激惹三個維度）。本研究使用｢臺灣青少年成長歷程研究（The Taiwan Youth Project, TYP）｣的第一波資料，通過結構方程模式分別對七年級及九年級學生的數據進行分析。研究結果發現，對於七年級學生而言，父親關心和與母親的共同商量可以正向預測社會贊許目標；社會贊許目標可以負向預測憂鬱的身體症狀、憂鬱情緒以及易激惹。另外，自主需求可以正向預測憂鬱情緒。對於九年級學生而言，母親與父親關心可以正向預測社會贊許目標，而與父母的共同商量則均不顯著。與七年級的結果類似，社會贊許目標可以負向預測憂鬱的三個維度，而自主需求可以正向預測憂鬱情緒和易激惹。此外無論對七年級還是九年級的學生而言，自主需求與社會贊許目標對憂鬱的調節作用均不顯著。本研究對分析結果進行了進一步的解釋，并提出理論上的意涵及教育上的應用建議。

Social academic goals are important in explaining students’ achievement motivation and thus has substantial educational applications. The aim of this study was to construct models to examine how adolescents’ social approval goals were affected by parent involvement (parental care, joint decision making), and how were related to three dimensions of depression (body symptoms, depressed mood, agitation) along with autonomy need. Structure equation modeling was used to analyze national data of 7th and 9th graders, respectively, from the first wave of ‘The Taiwan Youth Project’. Results indicated that for the 7th graders, both father care and joint decision making with mother can positively predict social approval goals. Social approval goals can negatively predict body symptoms, depressed mood and agitation, while autonomy need can positively predict depressed mood. For the 9th graders, both mother care and father care can positively predict social approval goals, but joint decision making had no significant prediction. Similar to the 7th graders, social approval goals can negatively predict three dimensions of depression. Autonomy need can positively predict depressed mood and agitation. However, the moderation role of autonomy need was not significant in either 7th or 9th graders. Theoretical and practical implications are discussed.

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