本研究目的有二：一、探討目標取向與能力知覺，以及兩者的交互作用對自我設限的預測。二、探究目標取向與行為抑制／行為激發系統，以及兩者的交互作用對自我設限的預測。本研究參與者為274位大專運動員，其中男生126人，女生148人，平均年齡為20.74歲，標準差為1.90。分別填答運動目標取向量表、能力知覺量表、行為抑制與行為激發量表及運動自我設限量表。以皮爾遜積差相關與多元階層迴歸進行資料處理。研究結果顯示：一、目標取向與能力知覺在預測自我設限上，並無交互作用產生。其中，工作取向目標能顯著負向預測自我設限，自我取向目標能顯著正向預測自我設限。二、目標取向與行為抑制／行為激發在預測自我設限上亦無交互作用效果，其中，行為激發系統能顯著負向預測自我設限。根據研究結果與討論，本研究亦針對實際應用與後續研究方向提出建議。

The purpose of this study was two-fold: 1. To explore the prediction of goal orientation, perceived ability, and the interaction on self-handicapping. 2. To explore the prediction of goal orientation, Behavioral Inhibition / Behavioral Approach System, and the interaction on self-handicapping. The participants were 274 collegiate athletes (male = 126, female = 148), the average years was 20.74 ± 1.90 years old; they were asked to fill sport goal orientation scale, perceived competence scale, behavioral inhibition and behavioral approach scale, and exercise self-handicapping scale. The data was analyzed by Pearson correlation and multiple hierarchical regression. The results showed that: 1. There was no interaction between goal orientation and perceived competence to predict self-handicapping. The task orientation negatively predicted the self-handicapping; ego orientation positively predicted the self-handicapping. 2. There was no interaction between goal orientation and behavioral inhibition / behavioral approach system to predict self-handicapping. The behavioral approach system negatively predicted the self-handicapping. Based on the results of current study, the implications and applications were also proposed.

中文部分
王澤惠（2003）。目標取向、自我評價及歸因型態對運動員自我設限行為之影響。台灣運動心理學報，3，1-20頁。
呂明達（2008）。2 × 2運動成就目標、學習策略與自我設限策略之關係（未出版之碩士論文）。國立台北教育大學，臺北市。
沈瑋鈞（2010）。知覺勝任、能力內隱理論與自我殘缺─2 × 2 成就目標的中介效應（未出版之碩士論文）。國立體育大學，桃園縣。
李榮豐、季力康（1988）。在失敗情境中不同目標取向者之自覺能力及承諾對目標挑戰水準之影響。體育學報，25，219-228頁。
沈惠君（2008）。成就目標和能力知覺對競技倦怠及自我設限之預測研究（未出版之碩士論文）。國立台北教育大學，臺北市。
邱皓政（2010）。量化研究與統計分析：SPSS(PASW)資料分析範例解析。臺北市：五南圖書。
林孟逸、盧俊宏（2001）。運動員目標取向與運動樂趣來源之相關研究。台灣運動心理學報，1，57-70頁。
林宜螢（2002）。高中射箭選手目標取向、自覺能力、自我設限、自信心及成敗歸因之研究（未出版之碩士論文）。國立體育學院，桃園縣。
林清山（2005）。心理與教育統計學。臺北市：東華書局。
季力康（1993）。運動目標取向量表：信度與效度的分析。國立體育學院論叢，4卷1期，179-185頁。
許存惠、黃三峰（2007）。大專學生選修體育課自我設限與運動成就之探討。康寧學報，9，99-109頁。
陳偉瑀（2001）。競爭情境及回饋方式對高、低自我設限學生在運動練習行為、運動表現及歸因的影響（未出版之碩士論文）。國立體育學院，桃園縣。
莊耀嘉（1986）。心理病態性格與犯罪行為。臺北市：法務部。
黃英哲（2002）。運動成就目標與賽前狀態焦慮的關係：以目標涉入為主軸之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
黃英哲、季力康（1994）。運動動機氣候與自覺能力對賽前狀態焦慮和滿足感的相關研究。體育學報 ，18，321-332。
黃靖分（2005）。國中學生人格特質、自我保護策略與學業成就之研究（未出版之碩士論文）。國立彰化師範大學，彰化市。
楊心妮、季力康（2010年9月）。高中學生的行為抑制、行為激發系統與運動自我設限之相關研究。第二屆華人運動心理學研討會發表之論文，上海體育學院。
廖聆岑（2001）。反社會性格障礙與非反社會性格障礙男性在行為抑制與行為激發系統上之探討（未出版之碩士論文）。國立成功大學，台南市。
蔡春花（2009）。國小運動代表隊學童能力信念、2×2成就目標、能力知覺與自我設限關係研究（未出版之碩士論文）。國立體育學院，桃園縣。
蔣憶德、邱宗志（2007）。淺談競技運動中的自我設限。大專體育，88，116-121頁。
盧俊宏（2004）。Relationships among perfectionism, Achievement Goals, Athletic Identity, and Athlete Burnout: A Social Cognitive Perspective. 台灣運動心理學報，4，117-132頁。
簡曜輝、季力康、卓俊伶、洪聰敏、黃英哲、黃崇儒、廖主民、盧俊宏（譯）（2005）競技與健身運動心理學。（原作者：Robert S. Weinberg & Daniel Gould）。臺北市：台灣運動心理學會。
西文部分
Ames, C. (1984). Achievement attributions and self instruction in competitive and individualistic goal structures. Journal of Educational Psychology, 73, 478-487.
Ames, C. (1992). The relationship of achievement goals to student motivation in classroom settings. In G.C. Roberts (Ed.), Motivation in sport and exercise (pp. 161-176). Champaign, IL: Human Kinetics.
Ames, C. & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
Arkin, R. M. & Baumeister, A. H. (1985). Self-handicapping. In J. H. Harvey & G. Weary (Eds.), Attribution: Basic issues and applications (pp. 169-202). New York: Academic Press.
Baumeister, R. F., & Scher, S. J. (1988). Self-defeating behavior patterns among normal individuals: Review and analysis of common self-destructive tendencies. Psychological Bulletin, 104, 3-22.
Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36, 405-417.
Carron, A. V., Prapavessis, H., & Grove, J. R. (1994). Group effects and self-handicapping. Journal of Sport and Exercise Psychology, 16, 246-257.
Carver, C., White, T. (1994). Behavioral inhibition, behavioral activation, and affective responses to impending reward and punishment: the BIS/BAS scales. Journal of Personality and Social Psychology, 67(2), 319-333.
Chen, L. H., Wu, C. H., Kee, Y. H., Lin, M. S., & Shui, S. H. (2009). Fear of failure, 2×2 achievement goal and self-handicapping: An examination of the hierarchical model of achievement motivation in physical education. Contemporary Educational Psychology, 34(4), 298-305.
Coudevylle, G., Martin Ginis, K.A., & Famose, J-P. (2008). Determinants of self-handicapping strategies in sport and their effects on athletic performance. Social Behavior and Personality, 36(3), 391–398.
Coudevylle, G., Martin Ginis, K.A., Famose, J-P., & Gernigon, C. (2008). Effects of self-handicapping strategies on anxiety before athletic performance. The Sport Psychologist, 22(3), 304–315.
Duda, J. L. (1988). The relationship between goal perspectives, persistence and behavioral intensity among male and female recreational sport participants. Leisure Sciences, 10(2), 95-106.
Duda, J. L. (1992). Motivation in sport setting: A Goal perspective approach. In G. C. Roberts (Ed.), Motivation in sport and exercise. (pp. 57-91) Champaign, IL: Human Kinetics.
Duda, J. L. (2001). Achievement goal research in sport: Pushing the boundaries and clarifying some misunderstandings. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 129-182). New Zealand: Human Kinetics.
Duda, J. L., Chi, L., Newton, M. L., Walling, M. D., Catley, (1995). Task and ego orientation and intrinsic motivation in sport. International Journal of Sport Psychology, 26, 40-63.
Duda, J. L., & Nicholls, J.G. (1989). The Task and Ego Orientation in Sport Questionnaire: Psychological properties. Unpublished manuscript.
Duda, J. L., Chi, L., Newton, M L., Walling, M. D., Catley, D.(1995). Task and ego orientation and intrinsic motivation in sport. International Journal of sport Psychology, 26, 40-63.
Duda, J.L., Smart, A., & Tappe, M. (1989). Personal investment in the rehabilitation of athletic injuries. Journal of Sport and Exercise Psychology, 11, 367-171.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Elliot, A., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
Elliot, A. J., & Church, M. A.(2003). A Motivational Analysis of Defensive Pessimism and Self-Handicapping. Journal of Personality, 71:3.
Elliot, A.J., Cury, F., Fryer, J.W., & Huguet, P. (2006). Achievement goals, self-handicapping, and performance attainment: A mediational analysis. Journal of Sport & Exercise Psychology, 28(3), 344–361.
Elliott, E.S., and Dweck, C.S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
Elliot, A., & Harackiewicz, J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 51, 1058–1068.
Elliot, A., & Sheldon, K. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73, 171–185.
Elliot, A. J., & Thrash, T. M. (2002). Approach-avoidance motivation in personality: Approach-avoidance temperaments and goals. Journal of Personality and Social Psychology, 82, 804–818.
Eronen, S., Nurmi, J.E., & Salmela-Aro, K. (1998). Optimistic, defensive-pessimistic, impulsive and self-handicapping strategies in university environments. Learning and Instruction, 8(2), 159–177.
Ferrand, C., Champely, S., & Brunel, P.C. (2005). Relations between female students’ personality traits and reported handicaps to rhythmic gymnastics performance. Psychological Reports, 96(2), 361–373.
Finez, L. (2008). Comprendre et prédire les stratégies d’auto-handicap revendiqué dans le domaine du sport: Une approche interactionniste (Unpublished doctoral dissertation, Université de Reims Champagne-Ardenne, France).
Gray, J. A. (1982). The neuropsychology of anxiety. Oxford: Clarendon.
Gray, J. A. (1990). Brain systems that mediate both emotion and cognition. Cognition and Emotion, 4, 269–288.
Green, S. B. (1991). How Many Subjects Does It Take To Do A Regression Analysis. Multivariate Behavioral Research, 26(3), 499 - 510.
Greenlees, I.A., Jones, S., Holder, T., & Thelwell, R.C. (2006). The effects of self-handicapping on attributions and perceived judo competence. Journal of Sports Sciences, 24(3), 273–280.
Hall, H. K. & Kerr, A. W. (1998). Predicting achievement anxiety; Asocial-cognitive perspective. Psychology of Sport and Exercise Psychology, 20, 98-111.
Hall, H. K., Kerr, A. W., & Mathews, J. (1998). Precompetitive Anxiety in Sport: The contribution of achievement goals and perfectionism. Journal of Sport and Exercise Psychology, 20, 194-217.
Hausenblas, H. A., & Carron, A. V. (1996). Group cohesion and self-handicapping in female and male athletes. Journal of Sport and Exercise Psychology, 18(2), 132-143.
Heubeck, B. G., Wilkinson, R. B., & Cologon, J. (1998). A second look at Carver and White’ s (1994) BIS/BAS scales. Personality and Individual Di/frrences, 25, 785-800.
Hom, H., Duda, J., & Miller, A. (1993). Correlates of goal orientations among young athletes. Pediatric Exercise Science, 5(2), 168-176.
Jaccard, J., Turrisi, R., & Wan, C. K. (1990). Interaction Effects in Mutiple Regression. London: Sage Publications.
Jackson, S. A. & Marsh, H. W. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport and Exercise Psychology, 18,132-134.
Feil, J. & Hasking, P. (2008). The relationship between personality, coping strategies and alcohol use. Addiction Research and Theory, 16(5), 526-537.
Kelly, H.H. (1971). Attribution in social interaction. New York: General Learning Press.
Kimble, C. E., & Kimble, E. A., & Croy, N. A. (1998). Development of self-handicapping tendencies. Journal of Social Psychology, 138(4), 524-534.
Kuczka, K. K., & Treasure, D. C. (2005). Self-handicapping in competitive sport: Influence of the motivational climate, self-efficacy, and perceived importance. Psychology of Sport and Exercise, 6, 539-550.
Kolditz, T. A. & Arkin, R. M. (1982). An impression management interpretation of the self-handicapping strategy. Journal of Personality and Social Psychology,43(3), 492-502.
Leary, M. R., & Shepperd, J. A. (1986). Behavioral self-handicapping vs. self-reported handicaps: A conceptual note. Journal of Personality and Social Psychology, 51, 1265-1268.
Martin, A.J., Marsh, H.W., & Debus, R.L. (2001). Self-handicapping and defensive pessi-mism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93(1), 87–102.
Martin, K.A. (1996). Self-handicapping in sport and physical activity: An elusive concept ( Unpublished doctoral dissertation). University of Waterloo, Canada.
Martin, K.A., & Brawley, L.R. (2002). Self-handicapping in physical achievement settings: The contributions of self-esteem and self-efficacy. Self and Identity, 1(4), 337–351.
Nicholls, J. G. (1976). Effort is virtuous, but it’s better to have ability: Evaluative responses to perceptions of effort and ability. Journal of Personality and Social Psychology, 31, 306-315.
Nicholls, J. G. (1978). The development of concept of effect and ability, perception of own attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800-814.
Nicholls, J. G. (1980). The development of concept of difficulty. Merrill-Palmer Quarterly, 26, 271-281.
Nicholls, J. G. (1984). Conceptions of ability and achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (pp. 39–73). New York: Academic Press.
Nicholls, J. G., Patashnick M, Nolen S. B. (.1985). Adolescents' Theories of Education. Journal of Educational Psychology, 77(6), 683-692.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Ntoumanis, N., Biddle, S. J. H., & Haddock, G. (1999). The mediating role of coping strategies on the relationship between achievement motivation and affect in sport. Anxiety, Stress, and Coping, 12, 299-327.
Ommundsen, Y. (2001). Self-handicapping strategies in physical education classes: The influence of implicit theories of the nature of ability and achievement goal orientations. Psychology of Sport and Exercise, 2, 139-156.
Prapavessis, H., & Grove, J.R. (1998). Self-handicapping and self-esteem. Journal of Applied Sport Psychology, 10(2), 175–184.
Prapavessis, H., Grove, J. R. Maddison, R., & Zillmann, N. (2003). Self-handicapping tendencies, coping, and anxiety responses among athletes. Psychology of Sport and Exercise, 4, 357–375.
Putnam, Samuel P., & Stifter, Cynthia A. (2005). Behavioral approach–inhibition in toddlers: prediction from infancy, positive and negative affective components, and relations with behavior problems. Child Development, 76(1), 212-226.
Rhodewalt, F. (1990). Self-handicappers: Individual differences in the preference for anticipatory, self-protective acts. In R. L. Higgins, C. R. Snyder, & S. Berglas (Eds.), Self-Handicapping: The paradox that isn’t (pp. 69-106). New York: Plenum Press.
Rhodewalt, F., Sanbonmatsu, D., Feick, D., Tschanz, B., & Wallers, A. (1995). Self-handicapping and interpersonal trade-offs: The effects of claimed self-handicaps on observers’ performance evaluations and feedback. Personality and Social Psychology Bulletin, 21(10), 1042–1050.
Roberts, G. C. (1992). Motivation in sport and exercise: Conceptual constrains and convergence. In G.C. Roberts (Ed.), Motivation in Sport and Exercise (pp.3-29), Champaign, IL: Human Kinetics.
Ryska, T.A. (2002). Effects of situational self-handicapping and state self-confidence on the physical performance of young participants. The Psychological Record, 52(4), 461–478.
Ryska, T. A., Yin, Z., & Boyd, M. (1999). The role of dispositional goal orientation and team climate on situational self-handicapping among young athletes. Journal of Sport Behavior, 22, 410-425.
Ryska, T. A., Yin, Z., & Cooley, D. (1998). Effects of trait and situational self-handicapping on competitive anxiety among athletes. Current Psychology: Developmental, Learning, Personality, Social, 17, 48-56.
Self, E. A. (1990). Situational influences on self-handicapping. In R. –L. Higgins, C. R. Snyder, S. Berglas (Eds.), Self-Handicapping: The paradox that isn’t (pp. 37-68). New York: Plenum Press.
Snyder, C. R. (1990). Self-handicapping processes and sequelae: On the taking of a psychological dive. In R. L. Higgins, C. R. Snyder, & S. Berglas (Eds.), Self-Handicapping: The paradox that isn’t (pp. 107-150). New York: Plenum Press.
Snyder, C. R., & Smith, T. W. (1982). Symptoms as self-handicapping strategies: The virtues of old wine in a new bottle. In G. Weary & H. Mirels (Eds.), Integrations of clinical and social psychology (pp. 104-127). New York: Oxford University Press.
Vallerand, R. J., Pelletier, L. G., & Gagne, F. (1991). On the multidimensional versus unidimensional perspectives of self-esteem: A test using the group-comparison approach. Social Behavior and Personality, 19, 121-132.
Yen, Ju-Yu, Yen, Cheng-Fang, Chen, Cheng-Sheng, Chang, Yi-Hsin, Yeh, Yi-Chun, & Ko, Chih-Hung (2012). The bidirectional interactions between addiction, behavior approach and behavior inhibition systems among adolescents in a prospective study. Psychiatry Research, 200(2–3), 588-592.
Zuckerman, M., Kieffer, S., & Knee, C.R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74(6), 1619–1628.
Zuckerman, M., & Tsai, F. (2005). Costs of self-handicapping. Journal of Personality, 73(2), 411–442.