本研究主要在建構一個包含自我效能、目標導向與身心健康狀況等潛在變項之模式，採用結構方程模式（structural equation modeling, SEM）進行探究，以檢驗該模式之適配度，並分析自我效能、目標導向與身心健康狀況間的關係及效果。研究對象為中部地區五所國中一、二年級學生共426名（男生223人，女生203人），研究工具為自編問卷，以SPSS與AMOS軟體就所蒐集之資料進行理論模式探究。在本研究之觀察變項中，自我效能包括能力、態度與成就三方面；目標導向包括精熟趨向、表現趨向、精熟逃避與表現逃避；身心健康狀況包含憂鬱、身體病痛與孤寂感受。研究結果發現：一、國中生對於自己學校課業可達到某成果的主觀評價之信念為低至中等之間；目標導向以精熟趨向最高，介於中至高程度；身心健康狀況以憂鬱較為嚴重，憂鬱程度為低至中等；二、自我效能與身心健康狀況有顯著負相關；三、自我效能、身心健康狀況與目標導向之精熟趨向有顯著相關，其中，自我效能與精熟趨向為正相關，而身心健康狀況與精熟趨向為負相關；四、本研究所建構模式之修正，具有模式穩定性。由自我效能、目標導向與身心健康狀況之結構方程模式獲得支持可知，自我效能、目標導向與身心健康狀況息息相關，建議可藉由教學策略的運用，促進學習與健康。

This study aims to construct and implement a conception model of students’ selfefficacy, goal orientation, and mental-physical health by using Structural Equation Modeling (SEM). SPSS and AMOS 7.0 were used to analyze the data. 426 junior high school students (223 male and 203 female) participated in this study. The results reveal that 1. The model of self-efficacy and mental-physical health (depression, disease and loneliness) latent constructs are negatively correlated such that the higher the selfefficacy, the better the health; 2. Self-efficacy and goal orientation latent constructs are positively correlated, especially self-efficacy and mastery-approach goal orientation. That is, the higher the self-efficacy, the more the mastery-approach goal orientation; 3. Mental-physical health is negatively correlated with mastery-approach goal orientation; that is, the higher the mental-physical health, the more the mastery-approach goal orientation; 4. About cross-validation across another student group from junior high school, a good fit is found for the conception model. The finding shows that the conception model of students’ self-efficacy, goal orientation, and mental-physical health is supported by our data. This study indicates that teachers can promote students’ study and health by teaching them useful strategies.