本研究旨在透過模式建構探究知識／認識觀、目標導向與後設認知的關係，以及目標導向在知識／認識觀及後設認知之間的中介角色。本研究以七年級學生570名為對象，以閱讀為領域，應用「知識／認識觀量表」、「目標導向量表」及「後設認知量表」進行問卷調查蒐集資料，採用結構方程模式進行統計考驗。研究結果顯示，成熟知識／認識觀能正向影響精熟目標與趨向表現導向，而負向影響逃避表現目標；精熟目標與趨向表現目標是成熟的知識／認識觀與後設認知間的中介。

Many scholars asserted that goal orientation plays a role of mediator in the relationship between epistemology and metacognition. The present study aimed to construct a model that explored the interrelationships among epistemology, goal orientation, and metacognition and tried to clarify how goal orientation mediates between epistemology and metacognition. Five hundred seventy Taiwanese seventh-graders participated in this study that focused on Chinese reading and answered Epistemological Questionnaire, Goal orientation Questionnaire, and Metacognitive Questionnaire. The results of the analysis by means of Structural Equation Model disclosed that mature epistemological concept would positively affect mastery goal and performance-approach goal, while it would negatively affect performanceavoidance goal. Mature mastery goal and performance-approach goal are mediators between epistemology and metacognition.