本研究試圖結合環境目標結構、自我決定理論與學業情緒的認知-動機模式建構自我決定動機歷程模式，目的在驗證此模式是否與觀察資料適配，並分析環境目標結構、自我決定動機與學業情緒之關係。為達研究目的，本研究抽取台灣地區11 所學校共707 名八年級國中生為研究樣本。本研究的發現如下：一、自我決定動機歷程模式可用來解釋國內國中生的觀察資料；二、就兩種環境目標結構對於自我決定動機歷程、學業情緒歷程及學業成就的效果值而言，精熟目標結構比表現目標結構有較大的影響；三、在自我決定動機歷程中，勝任感對自主動機的全體效果最大；四、自主動機對學業情緒、認知-動機變項、學業成就有正向的全體效果；五、學業情緒對認知-動機變項、學業成就有正向的全體效果；而認知-動機變項對學業成就亦有正向的全體效果。本研究根據研究結果提出建議，以提供未來研究及國中教學輔導之參考。

This present study included environmental goal structure, self-determination theory and the model of academic emotions cognitive-motivational that constructed the self-determined motivation process model. The aims of this study were to test if the data-model fit the data observed and to examine the relationships among environmental goal structure, self-determined motivation and academic emotions. In order to fulfill the goal, participants included 707 eighth grade junior high school students from 11 schools in Taiwan. The results of this study were: (a) The self-determined motivation process model constructed in this study could be used to well explain the empirically observed data in this sample of students in Taiwan. (b) The data analyses showed that Mastery goal structure, compared to performance goal structure, had more positive total effects on the self-determination motivation process, the process of academic emotion process, and academic outcomes than Performance goal structure. (c) Students’ sense of competence had the strongest effect on the autonomous motivation. (d) The Autonomous motivation had positive total effect on the academic emotions, cognitive-motivational variables, and academic outcomes. (e) The Academic emotions had positive total effect on cognitive-motivational variables and academic outcomes, and cognitive-motivational variables had positive total effect on academic outcomes. Based on the findings of this study, suggestions were made for future research, as well as implications for junior high school teaching and educational guidance.