最近的自我调整学习研究逐渐重视特定领域中，学习者的动机信念、目标、行动控制、学习策略等因素的交互关系。本研究综合有关的文献，建构一个以阅读为特定领域的自我调整学习模式。模式中包含阅读动机、目标设定、行动控制、阅读策略、阅读表现五个潜在变项及19个观察指针。本研究并以结构方程模式（SEM）方法，搜集观察资料来验证理论模式的适配度。受试者来自台湾北部地区五所国中二年级学生258 名，研究工具包括阅读理解测验（甲、乙式）、阅读情感反应量表、阅读动机量表、目标设定量表、行动控制量表、行动觉察量表、阅读策略量表、策略觉察量表等。研究结果显示本研究所建构的自我调整学习模式和观察资料可以适配，而且也支持最近自我调整学习的研究结果。本研究根据研究结果在理论上的涵义进行讨论，并提出未来研究上的建议。

Recent research on self-regulated learning has stressed the importance of motivational belief, goal setting, action control, and learning strategies in domain specific learning process. This study was an attempt to build a structural model of the relationships among reading motivation, goal setting, action control, reading strategies, and reading performance based on recently self-regulated learning literature. Using a structural equation modeling with the LISREL computer program, the presented study assessed the goodness of fit between empirically observed data and self-regulated learning model proposed by the author. Participants were 258 eighth-grade students (53% males) from five junior high schools in Taiwan northern area. The instruments employed in this study include: Reading Comprehension Test (A & B), Affective Reaction Inventory, Motivation Inventory, Goal Setting Inventory, Action Control Inventory, Awareness of Action Inventory, Reading Strategies Inventory, Awareness of Strategies Inventory. Results showed that the theoretical model fitted the observed data well and that the presented study supported recent results of research on self-regulated learning. Implications for theory, research, and practice are discussed.