行動控制論主張目標引導的活動應區分成前決策與後決策兩個階段。前決策階段涉及意向的形成，後決策階段涉及為達成意向所採取的目標引導行為，而行動控制在兩個階段中則是扮演重要的中介角色。雖然最近的自我調整學習論已經成功整合動機與認知兩大成份，但是至今仍很少有實徵研究探討行動控制在意向與目標完成之間的中介效果。基於此，本研究之目的是：（1）建構一個包含學習意向（學習動機）、目標引導行為（學習策略）和行動控制的行動控制中介模式，驗證理論模式與觀察資料的適配情形並探討行動控制在學習動機和學習策略之間的中介效果。（2）比較行動控制在高、低學習適應中學生的學習歷程中，是否具有不同的中介效果。受試者取自臺灣地區三所國中、四所高中及三所高職共492位學生，使用的測量工具包括中學生自我調整學習量表、堅持努力量表、教師評定量表等。研究結果顯示：（1）行動控制中介模式具有理想的整體適配度和內在品質，適合用來解釋國內中學生的觀察資料。（2）行動控制可以維持學習動機、支持學習策略並擴增學習動機對學習策略的效果，而這種擴增的效果在高學習適應學生的學習歷程中更是明顯。（3）行動控制在高學習適應學生的學習歷程上扮演更重要的中介角色，而低學習適應學生比較無法運用行動控制來增加學習效果。本研究根據研究結果在理論及實際應用上的涵義進行討論，並提出未來研究上的建議。

Although learning motivation (intention to learn) and use of learning strategies (goal-directed behavior) are critical aspects of learning processes, researchers of self-regulated learning have recently begun to give greater attention to how action control processes mediate the road from learning intention to goal attainment. According to action-control theory, goal-directed activity should be divided into the predecisional and postdecisional phases. The action control plays a mediating role between the aforementioned two phases. This study was an attempt to test a structural model of the mediating role of action control between the predecisional and postdecisional phases based on recent action-control theory by using structural equation modeling with the LISREL computer program. Furthermore, the mediating effects of action control between the intention to learn and goal-directed behavior on high and low learning adaptation students were compared. Subjects were 492 students (49% males) from ten junior and senior high schools in Taiwan area. The results of this study are as follows: (a) the theoretical model fit the observed data well and the study supported recent results of research on action-control theory, (b) the action control maintained the intention to learn, supported goal-directed behavior and increased the effect of learning motivation on learning strategies, and (c) the students with high learning adaptation exhibited greater mediating effects of action control on learning processes than those with low learning adaptation. Implications for theory, practice and research are discussed.