目前國內在青少年使用課業逃避策略相關的個人與情境因素上的探究，仍相當有限。本研究探討461位國中八年級學生所知覺到學習情境中之自主支持、其個人之自主動機、受控制動機與抱持智力實體論傾向，與自我阻礙、逃避求助，以及逃避新學習方式三種課業逃避策略之徑路關係。研究結果顯示，學生所知覺到教師提供之自主支持對其個人自主動機、受控制動機，具有顯著的正向效果，對智力實體論則為負向效應。學生個人的自主動機則對自我阻礙策略、逃避求助及逃避新學習方式皆具有顯著的負向效果；受控制動機及智力實體論對三種逃避策略具顯著正向效應。學生所知覺到教師的自主支持，會藉由自主、受控制動機與智力實體論的中介，間接地影響課業逃避策略的運用，其中以經由自主動機中介之間接效果最強。根據上述結果，本研究針對教學實務工作與未來研究提出建議與討論。

There is a paucity of empirical evidence regarding the effects of personal and contextual characteristics on the adolescent’s adoption of avoidance strategies in Taiwan. The primary purpose of the current research is to address this paucity. The present study attempted to examine the path models for relations among junior high students’ perceptions of autonomy support provided by their teachers, autonomous vs. controlled motivation, entity theory of intelligence, and avoidance strategies including selfhandicapping, avoiding help seeking, and avoiding novelty. Four hundred and sixty-one eighth-grade students completed a self-report survey assessing the variables of interest described above. Results indicated that students’ perceptions of autonomy support from teachers positively predicted their autonomous and controlled motivation. In contrast, the provision of autonomy support predicted the entity theory negatively. Whereas students’
autonomous motivation had negative effects on self-handicapping, avoiding help seeking, and avoiding novelty, both controlled motivation and the entity theory of intelligence positively predicted students’ use of the three types of avoidance strategies. In addition, perceived autonomy support also exerted indirect effects on students’ employment of avoidance strategies through mediation of autonomous and controlled motivation, as well as the entity theory of intelligence. Students’ autonomous motivation played the strongest role in mediating the relation between perceived autonomy support and the use of avoidance strategies. Implications for education and future research are
discussed.