本研主要目的在探討國中學生在體育課情境中的 2×2 成就目標、心理需求與無動機等變項之間的關係。以大台北地區1288名八、九年級國中學生為研究對象，研究參與者填寫體育課動機之無動機分量表、2×2 成就目標量表、知覺心理需求量表。所得結果以皮爾遜積差相關及路徑分析等統計分析方法進行資料分析。研究結果顯示：(一) 精熟趨近目標、精熟逃避目標及表現趨近目標均與無動機呈負相關；(二) 精熟趨近目標、精熟逃避目標、表現趨近目標分別與勝任感、自主性及關係感呈正相關；(三) 勝任感、自主性、關係感分別與無動機呈負相關；(四) 精熟趨近目標能直接負向預測無動機也可透過勝任感、自主性及關係感負向預測無動機；(五) 精熟逃避目標能透過勝任感、關係感預測無動機；(六) 表現趨近目標能直接正向預測無動機，也可透過勝任感、自主性及關係感負向預測無動機；(七) 表現逃避目標能透過勝任感、自主性及關係感預測無動機。本研究針對結果提出討論，亦對於實際運用與未來進一步研究提出建議。

The purpose of this study was to investigate the relationship among 2×2 achievement goals, psychological needs, and amotivation in physical education classes. The participants in this study were 1288 junior high school students who enrolled in physical education classes. The participants were asked to complete questionnaires that assessed students' amotivation, 2×2 Achievement Goal, and perception of psychological needs in PE classes. The collected data were analyzed by Pearson’s correlations and path analysis. The results of this study were as follows: (1) Mastery-approach, mastery-avoidance, and performance-approach were all negative related to amotivation. (2) Mastery-approach, mastery-avoidance, and performance-approach were all positive related to competence, autonomy, and relatedness. (3) Competence, autonomy, and relatedness were all negative related to amotivation. (4) Mastery-approach could negative predict amotivation directly, and mastery-approach could also negative predict amotivation through competence, autonomy, and relatedness indirectly. (5) Mastery-avoidance could predict amotivation through competence and relatedness. (6) Performance-approach could positive predict amotivation directly, and performance-approach could negative predict amotivation through competence, autonomy, and relatedness. (7) performance-avoidance could predict amotivation through competence, autonomy, and relatedness indirectly. The results in this study and future directions were discussed.

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