本研究的目的是以徑路分析方法探討自我效能、目標難度、目標接受、自設目標與直排輪表現的關係。受試對象為25名大學生，且皆未曾參與任何直排輪課程的初學者，平均年齡21.36歲。研究進行如下：首先由教師介紹直排輪課程內容及教師指定的目標，接著請受試者填寫基本資料、進行直排輪表現前測後，填寫課程前自我效能量表，主觀難度問卷、目標接受問卷、自設目標問卷。並要求受試者參與一學期的直排輪課程，並於最後一堂課時，先填寫課程後自我效能量表後，進行直排輪表現後測。 研究結果顯示，全體受試者在直排輪學習的情形大致符合目標設定相關變項與直排輪自我效能模式。在整個研究過程中，對直排輪表現最具影響力的變項是目標接受程度及課程後自我效能。過去的表現（直排輪表現前測）能透過課程前自我效能、課程後自我效能或透過主觀難度、目標接受程度對直排輪後測表現產生間接的影響。 研究者並依據研究結果對未來的研究與應用提出建議。

　　　　　The purpose of this study was to verify the self-efficacy model of In-Line Skating. The subjects of this study were 25 college students and never attended any In-Line Skating class. The mean age of the subjects was 21.36 years. The experiment included follows: first, the teacher introduced the course of the In-Line Skating and the assigned goal. Then, prior to the In-Line Skating test, the subjects’ demographic data were collected, and their self-efficacy and variables of goal setting were also measured after the test. Subjects were asked to participate in an In-Line Skating class too. In the end of the 16-week class, subjects’ self-efficacy and In-Line Skating performance were measured. According to the results, the subjects’ In-Line Skating learning could accord almost with the self-efficacy model of In-Line Skating. The results of the path model clearly revealed that self-efficacy and goal acceptance were the most important variables to predict In-Line Skating performance. Based on the results of this study, some suggestions were offered for the future study and application.