：本文引用相關實徵性研究文獻，論證動作學習理論所主張目標引導的動作表現應是決策歷程的影響，本文以特定自我調整學習理論作為主軸，就在學習動機、社會互動行為與學習策略做論述。討論：本文乃將目標引導的活動，區分為「前決策階段」(pre-decisional phase) 和「後決策階段」(post-decisional phase) 兩個階段。前決策階段涉及學習意向的形成，後決策階段涉及學習意向達成後所採取的目標引導行為，在這兩個階段中批判思考則是扮演重要的中介角色。在形成學習意向的前決策階段中，同儕互動行為與動機信念在運思策略的學習中扮演重要的角色。另外，在「後決策階段」方面則是學習者發動、執行和保護行動意向的行動控制，及為完成行動意向，所運用的認知思考與學習策略。結語：雖然目前的自我調整學習理論已經整合學習動機、社會互動行為與學習策略三大部分，即為學習動機產生學習意向，而同儕互動行為則能提供認知發展的有效運思策略，學習策略則提供完成學習意向與社會互動行為的手段。但是至今鮮少有實徵性研究探討學習動作技巧在學習意向與目標完成之間的中介效果。

In the academics of sport pedagogy, motor skill learning theory hasbeen asserted that goal-directed behavior shall significantly influence howdecision-making would involve subsequently. With utilization of relevant references ofempirical study concerns as supporting validation in conjunction with adoption ofconditional self-regulated learning theory as of the major research prerequisite, thisresearch has been established and conducted for deducing summaries and conclusionsas to the relevancy between learning motivation and social interaction responses on theeffects of learning strategy. Discussion: In this article, the activities of goal-directedbehavior have been divided into two phases, the “Pre-decisional phase” and the“Post-decisional phase”. The former will eventuate in the formation of individuallearning intention while the latter should exert influence in the goal-directed behavioras adopted after the corresponding learning intention has been finalized. During thetwo phases, critical thinking has been assumed to function as a significantly importantrole. Especially in the pre-decisional phase wherein the learning intention has thusbeen created, what the important role played should be the mutually-reacted behaviorsamong peer interaction and the how the motivation and belief would counteract withlearning ensued by initial ideology. Meanwhile, what the characters demonstrated inthe “post-decisional phase” have been generally been the rationale and thinkingcommanded by the learners in behavior control concerning the initialization, executionand protection relevant to behavior of individual learning intention. Conclusions:Although the self-regulated learning theory has been commonly agreed to becomposed of three major categories, inclusive of learning motivation, social interactionbehavior and learning strategies as thus devised accordingly in that the learningmotivation initializes the learning intention, and peer interaction can be deemed asthinking effective for promoting recognition development except provided that therestill have insignificant empirical researches exploring how such the learning intentionand strategy as adopted could have reached how much meditation effect on thecorresponding learning intention initialized and the goal attainment on learning motorskill as implemented.