本研究目的是比較同一筆資料中，若採用不同分析典範（強勢目標法與多元目標法），結論上可能產生何種差異。以306名國小六年級學童為對象，結果發現：採用強勢目標分析法時，結論支持表現目標只會造成非適應學習組型；但採用多元目標法時，則發現持高表現目標未必只有壞處，而持低表現目標也未必是優點。換句話說，不同分析方法將可能產生截然不同的建議。此外，我們檢驗了二向度成就目標對學習組型的影響路徑，結果發現：成就目標對數學成就的直接效果並不存在，且二種成就目標對數學成就的影響路徑亦各不相同。其中精熟目標是透過能力知覺正向影響數學成就，表現目標則是透過考試焦慮，增加自我設限策略的使用，並負向影響數學表現。

One goal of this study is to compare learning patterns of elementary school K-6 students by two different analytical approaches (salient goal and multiple goals) using sample size 306 elementary school K-6 students. By using analytical approach of salient goal, our results support the argument that the mastery goal is associated with adaptive pattern, and the performance goal is associated with maladaptive pattern. However, the results by the analytical approach of multiple goals propose that outcome by performance goal does not necessarily accompany negative impact and the outcome depends on varied context.