在本論文中，本研究者提出「目標導向因果模式」，用以說明目標導向的潛在自 變項與潛在依變項之間的因果關係。此一因果模式主張：「個人的學習信念」及「表現的 環境知覺」會影響「學習的、表現的、逃避的」三類目標導向，進而影響「學習情感反應」 與「學習成就表現」。 在研究結果的統計方面，以線性結構關係 (LISREL8) 驗證因果模式 。模式驗證結果顯示：本研究所提「目標導向因果模式」與國中二年級 27 位學生之實際觀察 資料相適配；亦即，模式中所說的「個人的學習信念、表現的環境知覺、學生的目標導向、 學習情感反應與學習成就表現」之間的因果關係與事實接近。同時也顯示：「習的目標導向 」是可增進學習效果的正向動機信念，「逃避的目標導向」會降低學習效果的負向動機信念 ；但是，「表現的目標導向」對「學習情感反應與學習成就表現」的因果關係並不顯著。因 此，本研究所提「目標導向因果模式」對瞭學生的動機信念與學習表現應是個有意義的理論 模式。

　　　　　The purpose of the study was to verify the causal model of goal orientation. And accordingly statistical methods, LISREL8, were adopted to analyze the data thus collected. In this study, a causal model of goal orientation was proposed to explain the causal relationship between latent independent variables and latent dependent variables of goal orientation. It was supposed in this model that 「 personal learning belief 」 and 「 performance environmental perception 」 have direct effect on three categories of goal orientation, and in turn, the three categories of goal orientation may influence both 「 learn-ing affective response 」 and 「 learning accomplishment 」 of students. In the study, the causal model of goal orientation was tested. The results indicated that the causal model has sound goodness of fit with the empirical data of 277 students from junior high school. This meant that the causal model of goal orientation is capable of identifying the relation-ship between accomplishments and goal orientation in terms of 「 personal learning belief, learning environmental perception, goal orientation, learning affective response and learning accomplishment 」. In addition, it also meant that 「 the learning goal orientation 」 with positive motivation may promote learning results of subjects, but on the other hand, 「 the avoid-ance goal orientation with negative motivation may reduce the learning effect. However, there was no significant causal relationship between 「 performance goal orientation 」 and 「 learning affective response and learning accomplishment 」. Based on the above mentioned findings of study, It was concluded that the causal model of goal orientation for analysis on motivational belief and learning achievement of subjects may be positively supported.