| 摘要: | 本研究旨在探討國中生英語學習目標導向、學業情緒與學習興趣之相關，探究不同背景變項的國中生目標導向、學業情緒與學習興趣之差異情形，並進一步探求目標導向、學業情緒對學習興趣之預測力。
本研究採分層叢集抽樣方式，問卷內容包括「學生基本資料」、「英語學習目標導向」、「英語學習學業情緒」與「英語學習興趣」四個部份，調查對象為南投縣一至三年級762位國中生。本研究結果包括：
（一）國中生英語學習目標導向、學習興趣之程度達中上程度；學業情緒之程度低於中上程度。
（二）國中生英語學習目標導向受性別、年級與父母社經地位影響而有顯著差異；學業情緒與學習興趣受性別、年級、父母社經地位與居住地影響而有顯著差異。
（三）在國中生英語學習目標導向（「精熟趨向目標」、「精熟逃避目標」、「表現趨向目標」）及學業情緒（「負向情緒」、「正向抑制情緒」、「正向激發情緒」）方面，各部分向度可以正向和負向的預測國中生英語學習「實用興趣」、「個人興趣」、「主題興趣」及「情境興趣」。
根據本研究主要發現和結論，分別提出建議供學校、教師、家長及學生之參考。
關鍵詞：英語學習、目標導向、學業情緒、學習興趣
This study investigated students’ goal orientation, academic emotions, and learning interest in English, to discuss the differences among goal orientation, academic emotions, and learning interest based on personal backgrounds, as well as to use goal orientation and academic emotions to predict learning interest.
Stratified area sampling was used in this survey and the instrumentation was composed of four sub-scales, including personal information, goal orientation, academic emotions, and learning interest scales. 930 junior high school students were selected from Nantou County, and the usable returned questionnaires were 762. The findings of this study are as follows：
1. Students’ goal orientation and learning interest were at moderate level；
their academic emotions were under moderate level.
2. The personal factors affecting students’ goal orientation were gender, grade levels, and parents’ social economic statuses；the personal factors affecting students’ academic emotions and learning interest were gender, grade levels, parents’ social economic statuses and residences.
3. Students’ practical interest, individual interest, topic interest, and situational interest may vary in terms of their goal orientation（approach
-mastery goal, avoidance-mastery goal, and approach-performance goal）and academic emotions（negative emotions, positive deactivating emotions, and positive activating emotions）.
According to the findings of this study, suggestions are provided to junior high schools, teachers, parents, and students. |
