本研究目的是依據Lockeet al.(1981)所提出之目標接受論點，以調查不 同成就動機之大專男生，對不同難度目標之接受過程，並以此探討影響其運動表現之潛在因素。受試者�大仁蕪專男生(N=40) ，並依目標難度(困難目標、容易目標)及成就動機(高成就動機、低成就動機)隨機分派至各實驗組等四組(n=10)。結果顯示: 一、受試者於各實驗階段(共有四個階段)之目標接受方面，容易目標組的受試者顯著高於困難目標組，高成就動機組亦顯著高於低成就動機組，而兩種實驗處理(目標難度及成就動機)在各實驗階段對受試者的目標接受亦產生交互作用影響。二、各階段目標接受隨著練習次數增加而提高，呈現出動態之變化，並且，此結果與Lockeet al. (1981)所提出的見解極烏相近。根據Lockeet al.(1981)目標接受論點，研究者認為:教師於體育教學過 程中，應先測量學生目標接受程度，以了解學生對分派目標之感覺，因而間接提高學生運動表現。

Locke et aI.(1981)proposed the Goal Acceptance Theory. According to this theory， this study was designed to investigate how junior college male students with different achievement motivation set their goal acceptance， and through that to explore the inner potential factors which influence their sports' performance. Thesubjects were forty male students from Ta-Jen College of Pharmacy. Theywere randomly assigned to four experimental groups: difficult goal， easy goal， high achievement motivation， and low achievement motivation.There were ten subjects for each group.The results show: First: Subjects' goal acceptance among the easy goal group was higher than that of the difficult goal group. Subjects' goal acceptance among the high achievement motivation group was higher than �hat of the low achievement motivation group. There was significant interaction among these four experimental groups， too. Second: With subjects' increasing times of practice， the degree of goal acceptance in each experimental stage was actively and positively increased. The study results were similar to the ideas of Locke et aI.(1981). Based on the Goal Acceptance Theory(Locke et aI.， (1981)，the researcher recommends that Physical Education teachers should measure students' degree of goal acceptance first in order to understand their feelings about teacher's assigned goal， and then through that to increase students' sports performance.