本研究的目的主要乃探討國中生的學習動機對自我調整學習之影響、自我調整學習歷程間之相互關係，並檢視自我調整學習歷程對國中生學業成就之影響，並藉此檢測自我調整學習歷程模式之適切性。共有678名國中生參與本研究。

本研究結果顯示：(1) 學習動機對自我調整學習歷程之影響：自我效能與學科價值對於自我觀察、自我判斷及自我反應具有正向的影響，此外，考試焦慮對於自我觀察與自我判斷有直接且正向的影響，但對於自我反應則有負向的影響；(2)學習歷程相互關係：自我觀察對於自我判斷具有正向的影響，且自我判斷對於自我反應亦具有正向的影響；(3)自我調整歷程對學習成就之影響：自我反應對學習者的學業成就有顯著的正向影響，且自我觀察將透過自我判斷與自我反應對國中生的成就表現產生正向影響；(4) 由模型適配度指標可知，本研究所建構之自我調整學習歷程模式可與國內國中學生的觀察資料相適配，由此可知，本研究所建構的「自我調整學習歷程模式」可以用來解釋國內國中學生的觀察資料。最後，本研究根據研究結果進行討論，並提出教師學習輔導與後續研究之相關建議。

The purpose of this study is to investigate the effects of motivation on self-regulated learning, the correlation among the self-regulated learning processes, and the effects of self-regulated learning processes on academic achievement among junior high school students. This study also examines the appropriateness of the hypothesized model of self-regulated learning processes. There are 678 junior high school students participated in this study.
The results of the study are summarized below:
(1)The effect of motivation on self-regulated learning process: Self-efficacy and task value have positive effects on self-observation, self-judgment, and self-reaction. Test anxiety has direct and positive effects on self-observation and self-judgment, but has negative effects on self-reaction.
(2)The effects of self-regulated learning processes: Self-observation has positive effects on self-judgment, which in turn, has positive effects on self-reaction.
(3)The effects of self-regulated learning processes on academic achievement: Self-reaction has positive effects on students’ academic achievement, and self-observation has positive effects on students’ academic achievement through self-judgment and self-reaction.
(4)The appropriateness of the hypothesized model: The results of the goodness-of-fit indexes indicate that the hypothesized model of self-regulated learning processes adequately describe the sample data.

Finally, according to the results of this study, implications and suggestions for teaching and future research are provided.

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