成就目標理論是成就動機領域最熱門的理論之一，已累積相當多的實證研究。此理論主張學習環境可區分精熟目標取向結構及表現目標取向結構，本研究採用後設分析，檢驗實驗操弄這兩種目標結構，是否影響個人成就目標取向、學業表現及學習策略。以數個關鍵字，搜尋國內、外資料庫，設定研究樣本納入及排除條件，共蒐集32篇中英文期刊文章，以隨機效果模式計算平均效果量，採95%信賴區間估計進行顯著性考驗。由於本研究僅納入期刊論文為後設分析樣本，考慮檔案抽屜櫃問題，讀者應小心運用本研究結果。研究結果發現，多數研究的趨向精熟目標操弄指導語，強調參與者應發展其能力；趨向表現目標操弄較強調能力競爭及比別人表現傑出；其次，與其他目標操弄相較，趨向精熟目標操弄較能促進個人精熟目標取向、學業表現及使用求助策略，較不會促進趨向表現取向；第三，在調節變項的影響方面，目標操弄對個人目標取向的影響，於小學階段較大，大學階段次之，中學階段未達顯著。在真實驗設計下，趨向精熟操弄組的學業表現優於趨向表現操弄組；在準實驗設計下，趨向表現操弄組的學業表現優於趨向精熟操弄組。最後，討論研究結果意涵及未來研究方向。

Achievement goal theory was one of the hottest theories of achievement motivation. There have been extreme numbers of empirical studies regarding this theory. Hsu (2013) conducted a meta-analysis to explore whether students’ goal structure perception predicted their own learning behaviors. Following Hsu, this study examined the impact of achievement goal manipulations on achievement goal orientations, academic performance, and learning strategies. Inclusion criteria for meta-analytic samples were set, and the search of three research databases was conducted. Thirtytwo experimental articles were collected. Random effect model and 95% confidence interval were performed. Because only journal papers were included and the file drawer problem could exist, the findings in this study must be interpreted and generalized carefully. It was found that developing competence was emphasized the most in the mastery-approach manipulation, and that academic competition and outperforming others were highlighted the most in the performance-approach manipulation. Secondly, in comparison with other goal manipulations, the mastery-approach goal manipulation contributed to mastery-approach goal orientation, academic performance, and help-seeking. The participants in mastery-approach goal manipulation performed less performance-approach orientation. Third, the effect of goal manipulation in students’ goal orientation was the greatest among elementary school participants, not significant among high school pupils. In experimental studies, participants in the mastery-approach manipulation had greater academic performance than those in the performance-approach manipulation; in quasi-experimental ones, the reverse was found. The implications were discussed.