本研究主要在探討自我效能、目標難度及其相關變項對網球正拍學習表現的影響 。本研究的目的有四：(一 ) 探討自我效能、目標難度對預期表現的影響。(二 ) 探討自我 效能、目標難度對目標承諾的影響。(三 ) 探討自我效能、目標難度對學習結果表現的影響 。(四 ) 探討自我效能、目標難度對學習結果表現滿意度的影響。本研究以國立臺灣大學及 私立中原大學 169 名男女生八十四學年度選修網球初級班為研究對象， 在研究初測、末測 均做 Borer-Miller 網球正拍擊球測驗，並將受試者分成四組：(一 ) 高困難目標組。 (二 ) 中困難目標組。(三 ) 低困難目標組。(四 ) 自定目標組。研究測量量表包括：「預期表 現量表」、「目標承諾量表」、「學習結果表現滿意度量表」。經由為期 10 週的教學實驗 ，測驗、測量的資料利用皮爾遜積差相關，單因子變異數分析，雙因子變異數分析。綜合本 研究結果如下：(一 ) 高特殊自我效能者與低特殊自我效能者在預期表現、目標承諾、學習 結果、以及學習結果表現的滿意度等四項有顯著的差異，亦即，高特殊自我效能者在這四項 的成績均高於低特殊自我效能者。(二 ) 在預期表現上：目標難度對四組預期表現沒有顯著 的差異。(三 ) 在目標承諾上：四組的目標承諾有顯著的差異，其中以自定目標組的承諾最 高，其次是中困難目標組、低困難目標組，高困難目標組則承諾度最低。(四 ) 在學習結果 上：目標難度在學習結果有顯著的差異，四組中以中困難目標組的學習結果表現最佳，自定 目標組表現最差。(五 ) 在學習結果表現的滿意度上：目標難度在四組中有顯著的差異，四 組中以中困難目標組的學習結果表現的滿意度最高，其次是低困難目標組、自定目標組；高 困難目標的滿意最低。

　　　　　The aim of this study is to investigate and verify the applications of Bandura's theory of self-efficacy and Locke's theory of goal setting on the tennis teaching. According to the method of goal setting theory. The first criterion is to check the goal setting can serve as a learning motivation as well as instructional strategy in physical teaching, the second one is to find the best performance group among the tested groups. The third one is to explore the relationships between related psychological variables and tennis performance. The last one is to provide a useful data base for subsequently studies. The subjects of this study were 169 (male and female) students who participated in the tennis class based on "interest options" from National Taiwan University and Chung Yuan University. All the subjects were divided into four groups as high difficult goal group, medium difficult goal group, low difficult goal group, and self-set goal group. The primary scale employed for pre-test are "Task Specific Measures of Self-Efficacy Scale", "Expectancy Performance Scale" and "Goal commitment Scale", during five-week experimental session. All subjects were administered to Borer-Miller's tennis forehand ground stroke and "Degree of Satisfaction Scale" for post-test. All the data were collected through Pearson's product-moment correlation, one-way and two-way ANOVA. The results revealed the following valuable findings: The subjects with high self-efficacy showed significant difference from those with low self-efficacy in terms of expectancy performance, goal commitment, results of learning, and degree of satisfaction. In other words, the higher self-efficacy subjects have the better performance in every aspects. There is significant difference among the four groups in goal commitment. The self-set goal group has the highest goal commitment, while the high difficult group has the lowest goal commitment. There is significant difference among the four groups in the result of learning. The medium difficult goal group has not only the best performance but also the highest degree of satifaction. However, there is no significant difference among the four groups on the expectancy performance.