本研究之目的在探討個人目標導向、課室目標結構與自我調整學習策略隨時間而變動的趨勢，分析長期課室目標結構的發展如何影響個人目標導向的變動，並透過個人目標導向進而影響自我調整學習策略使用上之變動。為完成上述研究目的，本研究採用縱貫研究設計，抽取台灣地區802名國中生為樣本進行研究。本研究所蒐集的資料以潛在改變量分析及有條件多變項潛在曲線分析來進行考驗。研究結果顯示：（一）個人目標導向潛在改變量分析模式與觀察資料適配，四種個人目標導向的潛在改變量平均數皆隨著時間而呈現下降趨勢。（二）課室目標結構潛在改變量分析模式與觀察資料適配。除趨向表現課室目標結構外，趨向精熟、逃避精熟與逃避表現課室目標結構的潛在改變量平均數皆隨著時間而呈現下降趨勢。（三）自我調整學習策略潛在改變量分析模式與觀察資料適配。除努力與堅持策略外，其他八種自我調整學習策略的潛在改變量平均數皆隨時間呈現下降趨勢。（四）自我調整學習策略有條件多變項潛在曲線模式可用來解釋觀察資料，即個人目標導向為課室目標結構與自我調整學習策略之中介變項。本研究根據研究結果進行討論，並提出未來研究上之建議。

The purposes of this study were to investigate the trends of individual goal orientations, classroom goal structures and self-regulated learning strategies that changed with time, and to analyze how the long-term development of classroom goal structures influenced the changes of individual goal orientations which in turn influenced the changes of self-regulated learning strategies. This study used a longitudinal design. Participants were 802 junior high school students. Statistical methods for data analysis were latent change analysis (LCA) and conditional multivariate latent curve analysis (CMLCA).The results of this study showed that: (a) The individual goal orientation latent change analysis model fitted the empirically observed data well, showing that the latent change mean of the four goal orientations all declined with time, (b) the classroom goal structure latent change analysis model fitted the empirically observed data well, showing that except the approach-performance classroom goal structure, the latent change mean of approach-mastery classroom goal structure, avoidance-mastery classroom goal structure, and avoidance-performance classroom goal structure declined with time, (c) the self-regulated learning strategies latent change analysis model fitted the empirically observed data well, showing that except the effort and persistence strategy, the latent change mean of others all declined with time, (d) the self-regulated learning strategies conditional multivariate latent curve model fitted the empirically observed data, indicating that classroom goal structures and self-regulated learning strategies were mediated through individual goal orientations. Based on the results of this study, suggestions for further studies were proposed.