本研究目的在探討目標來源、目標難度與回饋方式對大學生桌球發球表現之影響。以長榮大學180名（男56，女124）學生為研究對象，平均年齡20.71（±1.1）歲。以桌球發球為實驗項目，採3×2×2的實驗設計（目標來源、目標難度、回饋方式）。以自設目標問卷、參與設定目標問卷及目標檢核問卷為研究工具。所得資料以獨立樣本三因子變異數分析、杜凱法事後比較進行統計分析。研究結果發現：目標來源、目標難度與回饋方式對桌球發球表現沒有交互作用影響。不同目標來源在桌球發球表現有差異存在（參與設定目標優於分派目標）。不同目標難度在桌球發球表現沒有差異存在。不同回饋方式在桌球發球表現有差異存在（正向回饋優於無回饋）。由上述結果顯示，大學生不同目標來源在桌球發球表現，以參與設定目標最好。而不同回饋方式在桌球發球表現，以正向回饋最好。因此建議體育教師在上課中應多使用參與設定目標的方式，並給予學生正向回饋，藉以提昇表現。

The purpose of this study was to investige the influence of goal sources, levels of goal difficulty, and ways of feedback type in the table tennis service performance. There were 180 subjects drawn from Chang Jung Christian University (including 56 males and 124 females), and the average age is about 20.71 (±1.1). The experiment was a 3×2×2 factorial design (goal source, goal difficulty, and feedback type). The subjects were administered by Self-set Goal Questionnaire, Participative Set Goal Questionnaire, and Goal Checking Questionnaire. The data were analyzed by three-way ANOVA (independent) and Tukey method. The main findings of this study were as follows. There was no significant intrinsic influence on goal source, goal difficulty, and feedback type in table tennis service performance. There were significant differences in table tennis service performance among different goal sources (Participative Set Goal is superior to Assigned Goal). There were no significant differences in table tennis service performance among different goal difficulties. There were differences in table tennis service performance among different feedback types (Getting feedback is superior to non-feedback). So we knew that in the different goal sources of table tennis service performance, if students got participative set goal, they would be better; in the different ways of feedback type, if students got feedback, they would be better. We suggest that teachers should give students more positive feedback and encourage students to set their goal sources in class, so that students can do their best show.