本研究的研究目的為：
（一）探討國內國中生在數學科學習上的自我設限之情形
　　　。
（二）考驗國中生知覺的環境目標結構、個人目標導向與
　　　自我設限間的關係，並分析國中生知覺的環境目標
　　　結構對自我設限的關係是否受到個人目標導向所中
　　　介。
（三）探討國中生知覺的環境關係結構、個人目標導向與
　　　自我設限間的關係，並考驗國中生個人目標導向在
　　　知覺的環境關係結構與自我設限間的中介效果。
（四）釐清個人目標導向、自我設限與國中生數學科學習
　　　結果間的關係，並分析自我設限在個人目標導向及
　　　學習結果之間的中介角色。
（五）考驗本研究根據理論文獻與實徵研究所建構的自我
　　　設限歷程模式與觀察資料的適配度。為完成前述的
　　　目的，本研究抽取北、中、南三個地區十所國中27
　　　個班級共 847人為研究樣本。研究工具包括自我設
　　　限量表、知覺的環境目標結構量表、知覺的環境關
　　　係結構量表、個人目標導向量表、努力量表以及堅
　　　持量表。本研究所蒐集的資料以單因子重複量數變
　　　異數分析、階層迴歸分析及結構方程模式來考驗各
　　　項假設。

本研究的發現如下：
（一）國中生在四種自我設限上有差異。其中以內在歸因
　　　的行為性自我設限傾向最高，其次分別為外在歸因
　　　的宣稱性自我設限、內在歸因的宣稱性自我設限與
　　　外在歸因的行為性自我設限。
（二）知覺的環境目標結構與自我設限間的關係受到個人
　　　目標導向的中介。其中知覺的環境精熟目標傾向會
　　　透過趨向精熟目標及逃避精熟目標而對四種自我設
　　　限有間接效果；知覺的環境表現目標對四種自我設
　　　限的關係則經常會受逃避表現目標的中介。
（三）知覺的環境關係結構會透過個人目標導向的中介，
　　　而對自我設限產生間接效果。其中知覺的師生關係
　　　對外在歸因的宣稱性自我設限之效果主要是受到趨
　　　向精熟目標及逃避表現目標所中介。
（四）自我設限為個人目標導向與堅持（學習結果）的中
　　　介變項。其中個人目標導向對堅持的效果，主要是
　　　受到內在歸因的行為性自我設限、內在歸因的宣稱
　　　性自我設限之中介。
（五）本研究所建構的國中生自我設限歷程模式並未違反
　　　基本模式適配度，而在整體模式適配度及內在結構
　　　適配度上也都顯示理論模式具有理想的品質，應適
　　　合用來解釋國內國中生的觀察資料。

本研究根據研究結果提出建議，以供國中教學與學習輔導
，以及未來研究之參考。

The purposes of this study were to:
(a) investigate self-handicapping of junior high
　　school students toward Mathematics learning,
(b) examine the relation of students’ perceived
　　environmental goal structure, individual goal
　　orientation and self-handicapping and to
　　analysis the mediating effects of individual
　　goal orientation between perceived
　　environmental goal structure and
　　self-handicapping,
(c) explore the relation of students’ perceived
　　environmental relationship structure,
　　individual goal orientation and
　　self-handicapping and to compare the mediating
　　effect of individual goal orientation between
　　perceived environmental relationship structure
　　and self-handicapping,
(d) investigate the relation of students’
　　individual goal orientation, self-handicapping
　　and learning outcomes toward Mathematics
　　learning and to analysis the mediating role of
　　self-handicapping between individual goal
　　orientation and learning performance, and
(e) assess the model fit between empirically
　　observed data and self-handicapping model
　　proposed by the author. The participants were
　　847 students from 10 junior high schools and 27
　　classes in northern, middle and southern
　　Taiwan. The instruments used in this study
　　included Self-Handicapping Scale, Perceived
　　Environmental Goal Structure Scale, Perceived
　　Environmental Relationship Structure Scale,
　　Individual Goal Orientation Scale, Effort
　　Scale, and Persistence Scale. The statistical
　　methods used to analyze the data were one-way
　　repeated measures ANOVA, multiple regression
　　analysis, hierarchical regression analysis and
　　structural equation modeling (SEM).

The results of this study were summarized as follow:
(a) junior high school students had four types of
　　self-handicapping: intrinsic-behavioral
　　self-handicap, extrinsic-claimed self-handicap,
　　intrinsic-claimed self-handicap, and
　　extrinsic-behavioral self-handicap,
(b) the relation of perceived environmental goal
　　structure and self-handicapping was mediated
　　through individual goal orientation. Moreover,
　　approach-mastery goal and avoidance-mastery
　　goal mediated the effects of perceived
　　environmental master goal on self-handicapping,
　　and avoidance-performance goal mediated the
　　effects of perceived environmental performance
　　goal on self-handicapping,
(c) individual goal orientation mediated the
　　effects of perceived environmental relationship
　　structure on self-handicapping. Moreover,
　　perceived teacher-student relationships through
　　approach-mastery goal and avoidance-performance
　　goal had an indirect effect on
　　extrinsic-claimed self-handicap,
(d) self-handicapping was the mediating variable
　　between individual goal orientation and
　　persistence (learning outcome). Moreover, the
　　relation of individual goal orientation and
　　persistence was mediated through
　　intrinsic-behavioral self-handicap and
　　intrinsic-claimed self-handicap, and
(e) the theoretical model fitted the data well,
　　either when overall or when internal structure
　　model fit criteria was used.

Based on the findings in this research, suggestions for junior high school teaching, educational guidance and further studies are proposed.

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