本研究的目的為：（一）編製國中生課業學習目標量表，並分析其信、效度。（二）分析個人變項與國中生課業學習目標的關係。（三）分析環境變項與國中生課業學習目標的關係。（四）分析國中生課業學習目標與自我調整學習策略的關係。
為完成上述目的，本研究分為三個研究。在研究一中，以199名國中生為樣本，並以學習目標調查表獲得其自述的目標項目，施測結果得到593個目標項目，將目標項目分類以編製課業學習目標量表。在研究二中，抽取306名國中生為樣本，以進行探索性因素分析及信度分析；另外，抽取1088名國中生為樣本，進行課業學習目標量表之驗證性因素分析，以檢驗此量表的建構效度。在研究三中，分析個人變項、環境變項與課業學習目標之關係以及課業學習目標與自我調整學習策略之關係，以及驗證課業學習目標及其相關因素模式與觀察資料的適配度。本研究所使用的工具包含成就動機量表、基本心理需求量表、環境目標結構量表、家長參與量表、課業學習目標量表及自我調整學習策略量表。本研究以多元迴歸分析考驗各項假設。
本研究之發現如下：
一、國中生在從事學習行為時可能持有九種課業學習目標。進一步分析顯示國中生在學習環境中持有酬賞目標、順從目標、學習目標、未來目標、社會目標、工作目標、紀律目標、興趣目標及評價目標。
二、求成需求、避敗需求、自主需求、勝任感需求及連繫感需求能聯合預測國中生的課業學習目標。求成需求正向預測有意向目標；避敗需求正向預測無意向目標。
三、環境目標結構及家長涉入行為能聯合預測國中生的課業學習目標。環境表現目標結 構正向預測無意向目標；教師精熟目標結構及同儕精熟目標結構正向預測有意向目標，而家庭精熟目標結構負向預測有意向目標結構。家長涉入行為多能正向預測有意向目標。
四、課業學習目標能聯合預測自我調整學習策略。有意向目標正向預測四種自我調整學習策略，而無意向目標正向預測動機／情感調整及情境調整。
五、本研究建構的課業學習目標歷程模式可以用來解釋國中生的觀察資料。

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 Academic Learning Goals Scale developed in this study had a good reliability and validity, (b)examine the relationship between personal variables and academic learning goals, (c) examine the relationship between environmental variables and academic learning goals, (d) examine the relationship between self-regulated learning strategies and academic learning goals.
To achieve the purpose mentioned above, there were three studies.In studyⅠ, 199 junior high school students as participants, and used learning goals questionnaire to get their goal statements in their own words. The result show there were 593 goal statements, and assorted goal statements to develop Academic Learning Goals Scale. In studyⅡ, 306 students as the first group were used to test the reliability of the Academic Learning Goals Scale. 1088 students as the second group were adopted to test a confirmatory factor analysis model. In studyⅢ, examine the relationship between personal variables, environmental variables and academic learning goals, and the relationship between academic learning goals and self-regulated learning strategies. And test the model fit of the academic learning goals process model. The instruments used in studyⅢ included the Achievement Motivation Scale, Basic Psychology Needs Scale, Environment Goal Structure Scale, Parent Mechanisms of Involvement Scale, Academic Learning Goals Scale, Self-regulated Learning Strategies Scale.
The results of this study were summarized as following：(a)Junior high school students may apt to have reward goals, learning goals, working goals, future goals, evaluation goals, discipline goals, complying goals, enjoyment goals and social goals when they were learning. (b) The achievement motivation and self-determination needs can jointly predict academic learning goals. (c) The environment goal structure and parent involvement can jointly predict academic learning goals. (d) The academic learning goals can jointly predict self-regulated learning strategies. (e) The academic learning goals and its factor model adequately fitted the observed data.
Based on the findings in this research, suggestions for junior high school implications, educational guidances and futher studies were proposed.

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