本研究之目的有三：（一）探討學生知覺的課室目標結構透過個人持有的目標導向對考試情緒所產生的間接效果如何依學生所知覺的課室目標結構而定；（二）探討課室目標線索、個人目標導向與考試階段對考試情緒之交互影響；（三）分析環境因素之課室目標線索、個人因素之個人目標導向與行為因素之應試情緒調整三者對學生考試情緒與應試策略之交互作用效果。
為完成前述研究目的，本研究共進行二個研究。在研究一中，研究者抽取966位國中生為研究樣本，測量工具包括「課室目標結構量表」、「個人目標導向量表」、「考試前情緒量表」、「考試中情緒量表」與「考試後情緒量表」，蒐集的資料以條件化間接效果模式進行分析。在研究二中，本研究自台灣地區抽取三位老師、11個班級、共計280位國一學生為研究對象，以進行「課室目標線索融入數學科教學方案」之教學實驗課程，將每位老師三～五個班級隨機分派以接受「趨向精熟課室目標線索」、「趨向表現課室目標線索」與「多重課室目標線索」三種不同的教學實驗處理。除了應試情緒調整與應試策略量表，所使用的研究工具與研究一同。研究二以三因子混合設計變異數分析及三因子受試者間設計變異數分析來考驗各項假設。
本研究的發現如下：
一、研究一結果顯示：課室目標結構能透過個人目標導向對考試情緒產生「條件化間接效果」。意即，此間接效果隨著學生知覺課室目標結構強度水準的不同而變動。其中，趨向精熟課室目標結構對正向情緒具有正向間接效果，對負向情緒具有負向間接效果，此間接效果皆隨著趨向精熟課室水準的增加而增加；趨向表現課室目標結構對正向情緒具有正向間接效果，同樣隨著趨向表現課室水準的增加而增加，但對負向情緒無效果。

二、研究二結果顯示：
（一）在課室目標線索、個人目標導向與考試階段對考試情緒之交互作用上，考試無望的三因子交互作用達顯著水準。結果指出在多重課室目標線索組中，持有多重目標導向者在考試中無望得分顯著低於低目標導向者；持有精熟目標導向者在考試後無望得分顯著低於低目標導向者。在高興、希望與生氣上，個人目標導向×考試階段二因子交互作用達顯著，結果顯示考試前與考試中的正向情緒（包括高興與希望）以多重目標導向組展現最適應之組型；考試前負向情緒（生氣）則以精熟目標導向組最為適應。
（二）在課室目標線索、個人目標導向與應試情緒調整對考試情緒與應試策略之交互作用上，就考試情緒而言，考試中焦慮的個人目標導向×應試情緒調整二因子交互作用達顯著，顯示持有多重目標導向者，高應試情緒調整者的考試中焦慮會低於低應試情緒調整者。考試後放心與希望的課室目標結構×個人目標導向二因子交互作用達顯著。研究結果顯示，多重課室目標線索×精熟目標導向組在考試後放心與希望的得分最高。就應試策略而言，認知調整與動機/情感調整策略的課室目標結構×個人目標導向二因子交互作用達顯著。多重課室目標線索×多重目標導向組在認知調整與動機/情感調整的得分最高。情境調整策略的課室目標結構×應試情緒調整二因子交互作用達顯著，顯示對高應試情緒調整者而言，多重課室目標線索組在情境調整的得分會顯著高於趨向表現目標線索組。

本研究根據研究結果提出建議，以供國中教學、學習輔導與未來研究之參考。

The purposes of the research were to (a) investigate the conditional indirect effect of classroom goal structures on test emotions; (b) explore the influence of classroom goal structures, individual goal orientations and test stages on test emotions; (c) analyze the interactive effect of classroom goal structures, individual goal orientations and emotional regulation during test-taking on test emotions and test-taking strategies.
Two studies were conducted in these regards. In study 1, Classroom Goal Structure Scale, Individual Goal Orientation Scale, and Test Emotions Questionnaire were used to measure the performance of the 966 junior high school students participated in this study and the data were analyzed by conditional indirect effect model. In study 2, 11 classes with 280 7th grades taught by 3 teachers were selected. Each class of three teachers was random assigned to different manipulations which included 3 distinct levels: approach-mastery classroom goal cue groups, approach-performance classroom goal cue groups, and multiple classroom goal cue groups. All the instruments were adopted as study 1 but Emotional Regulation during Test-Taking Scale and Test-Taking strategies Scale. The data were analyzed by three-way mixed design ANOVA and three-way between-subjects factor design ANOVA.
The results of study1 and study2 were summarized as following:
1. The result of study 1 showed that classroom goal structures have conditional indirect effect on test emotions through individual goal orientations. The indirect effect was changed with the levels of classroom goal structures. Moreover, the approach-mastery goal structure had positive indirect effect on positive emotions and negative indirect effect on negative emotions; the approach-performance goal structure had positive indirect effect on positive emotions and no indirect effect on negative emotions. All indirect effect was increased with the raise of the classroom goal structures levels.
2. For study 2
(1) There was a significant three-way effect among the classroom goal cues, the individual goal orientations and test stages on test helplessness. It was showed that multiple goal orientation students would have lower scores of during-test helplessness and mastery goal orientation students would have lower scores of after-test helplessness than low goal orientation students in the multiple goal cue groups. Moreover, there was a significant two-way effect between the individual goal orientations and test stages on joy, hope, and angry. It was found that multiple goal orientation students would be the most adaptive on during-test positive emotions (including joy and hope) and mastery goal orientation students would be the most adaptive on after-test angry.
(2) There was a significant two-way effect between the individual goal orientations and the emotional regulation during test-taking on during-test anxiety. It was showed that those with multiple goal orientation and high ability of emotional regulation would get lower scores of during-test anxiety than those with multiple goal orientation and low ability of emotional regulation. Meanwhile, there was a significant two-way effect between the classroom goal cues and the individual goal orientations on after-test relief and hope. It was found that mastery goal orientation students in the multiple goal cue groups would get the highest scores of after-test relief and hope. Moreover, there was a significant two-way effect between the classroom goal cues and the individual goal orientations on cognitive and motivational/affective regulation strategies. It was indicated that multiple goal orientation students in the multiple goal cue groups would get the highest scores of cognitive and motivational/affective regulation strategies. Finally, there was a significant two-way effect between the classroom goal cues and the emotional regulation during test-taking on contextual regulation strategies. It was found that those with high ability of emotional regulation in the multiple goal cue groups would get higher scores of contextual regulation strategies than those in the approach-performance goal cue groups.
Based on the finding of the research, we discussed the implications and proposed suggestions for junior high school teaching, educational guidance and further research.

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