本研究主要目的在探討學習支持與課室目標結構對大學生程式設計學習成效、自我調整策略與學習態度的影響。研究對象為一年級大學生，這些對象皆已修習過Visual Basic基礎語法、運算式、判斷敘述等課程進度，因此，學習者具備程式語言基礎知識。
研究設計採因子設計之準實驗研究法，自變項包含學習支持與課室目標結構。學習支持分為後設認知性學習支持及程序性學習支持兩種；課室目標結構依據目標理論分為趨向精熟課室目標結構、逃避精熟課室目標結構、趨向表現課室目標結構、逃避表現課室目標結構四個向度。依變項包含學習成效、自我調整學習策略及學習態度。學習成效指學習者在實驗教學結束後，實施程式設計成效測驗，以瞭解不同學習支持對學習者學習成效之影響；自我調整策略則採用「自我調整策略量表」，以瞭解學習者在學習歷程中，認知調整策略、動機及情感調整策略、資源管理調整策略的使用情形；學習態度則是瞭解學習者對於學習效果滿意程度、學習支持接受程度及解題學習單幫助程度之感受與看法。
研究結果發現：(1)「後設認知性學習支持」有助於提升學習者程式設計之學習成效；(2)學習支持是促進自我調整的關鍵因素之一；(3)學習者對於學習態度均持正向肯定的態度。

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