在面對終身學習時代的來臨，光是學習策略的教學並不足以培養具有「持續學習動機」的學習者；因此，本研究想要探討的並非學生該「如何學」（How）？或「學什麼」（What），而是學生「為什麼」（Why）學習的問題。過去的「成就目標理論」認為：持不同成就目標的學生會有不同的學習行為組型，但是此種採用單一目標的模式，在以華裔學生為樣本時的解釋力並不高，因此有必要進一步驗證。 本研究以682名公私立高中職學生作為受試樣本，經由分析結果顯示： （一）強調精熟目標的學習環境，可以促進學生的自我調整策略，但未必能提高學生的數學成續；不過強調表現目標不僅會降低學生的數學成續，同時也會影響學生自我調整策略的使用。（二）受試者的三種成就目標之間呈正相關，而且成就目標與學習行為組型的相關程度，亦分別呈現出由強到弱的遞移現象，此方面結果與西方社會的研究結果並不相符。 此外，若以多元目標組型來分析，台灣學生呈現出「高（低）精熟、高（低）表現、高（低）避免」的「趨避衝突」式動機組型者高達47%以上；由以上兩點可知，成就目標理論的解釋力應該具有文化差異存在，在台灣方面所反映出的是一種強調「努力」與「表現」並重的複合價值。

The instruction in learning strategies was an important issue in traditional classroom activities, but it was not enough to educate students with continuing motivation, especially when lifelong learning is be coming more important and necessary. The purpose of this study was not to focus on ‘how to learn?” or “what to learn?” but was concerned about the “why learn?” of students. Traditional achievement goal theory proposed that students pursuing different goal orientations demonstrated different learning behavior patterns, but many research projects with Chinese samples found that the r2 of goal orientation was lower than the Western samples. It was necessary to clarify the cross-culture validity of the achievement goal theory. Using data from 682 high school students, we found that students who perceived a stronger mastery motivational climate in the classroom used more self-regular learning strategy, but it was not relevant to their math GPA；students who perceived a stronger performance motivational climate in the classroom used less self-regular learning strategies, and had lower math GPAS. We also found that correlation among the mastery, performance-approach and performance-avoidance goals were positive. These results suggest that we need more consideration when explaining the learning behavior pattern by the achievement goal theory, and the multiple-goal pattern perhaps exists in the motivational process of Taiwan students.