本研究主要目的是：一、探討自我調整學習之目標難度、自我效能及自我監控對桌球學習表現的交互作用效果。二、探討自我調整學習教學策略對桌球學習表現的影響。本研究以德明財經科技大學體育課桌球選項的253名學生為研究對象。使用工具為自設目標問卷、自我效能量表和自我監控記錄表。所得資料以獨立樣本三因子變異數分析及混合設計二因子變異數進行統計考驗。結果發現：一、目標難度、自我效能和自我監控三者在桌球學習表現上有交互作用的存在：高自我效能者在有自我監控又設定較困難的目標時有最佳的桌球學習表現；低自我效能者在未自我監控又設定容易達成的目標時有較差的桌球學習表現。二、低自我效能的學生經由自我調整學習可以有效提升桌球學習表現。三、在大學體育課程中使用自我調整教學策略，對運動技能學習上有明顯增進的效果。實驗組比控制組在後測階段有較佳的桌球表現。最後，本研究也針對研究結果的應用及後續研究提出一些建議。

The purposes of this study were: first, to explore the interactive effects of goal difficulty, self-efficacy, and self-monitoring of self-regulated learning on table tennis learning performance, and second, to explore the effects of teaching strategies of self-regulated learning on table tennis learning performance. 253 students who took physical education (table tennis) course were drawn from Takming University of Science and Technology as subjects. The subjects were administered by a self-set goal questionnaire, a self-efficacy inventory and a self-monitoring questionnaire. The collected data were analyzed by three-way ANOVA (independent) and two-way ANOVA (mixed design). The findings were as follows: First, there were interactive effects of goal difficulty, self-efficacy and self-monitoring on table tennis learning performance. Under self-monitoring condition, those who had higher self-efficacy and set difficulty goals had better learning performance. Under non-self-monitoring condition, those who had lower self-efficacy and set easy goals had worse learning performance. Second, by way of self-regulated learning strategies, the students with lower self-efficacy could improve their table tennis learning performance. Third, using teaching strategies of self-regulated learning in the physical education course could validly promote table tennis learning performance. The experiment group had a better performance in sports than that of the control group. Finally, based on the results and findings of this study, some applications and further research suggestions were offered.