| Summary: | 碩士 === 東海大學 === 教育研究所 === 99 === The purpose of this study was to explore the relations among mastery classroom goal structure, autonomous motivation and self-regulated learning to the students at senior high schools. The samples of the research were the 10 and 11 graders of students in Taichung City, collected from 8 high schools, altogether 714 students. The instruments used in the study included Mastery Classroom Goal Structure Scale, Autonomous Motivation Scale, and Self-regulated Learning Scale. Data was analyzed by using descriptive statistics, Hotelling T2, Pearson’s product-moment correlation, multiple regression and hierarchical regression.
The main results of this research were following:
1. The level of senior high school students’ mastery classroom goal structure, autonomous motivation and self-regulated learning was ranked as above average.
2. There were effects on mastery classroom goal structure, autonomous motivation and self-regulated learning. Female students were higher than male students did.
3. There were significant correlations between mastery classroom goal structure and autonomous motivation, mastery classroom goal structure and self-regulated learning, autonomous motivation and self-regulated learning respectively.
4. Mastery classroom goal structure (task, recognition / evaluation, grouping, teacher autonomy support) could positively predict autonomous motivation (intrinsic motivation, identified regulation).
5. Mastery classroom goal structure (task, recognition / evaluation, grouping, teacher autonomy support) could positively predict self-regulated learning（metacognitive strategies, learning goal setting）.
6. Autonomous motivation (intrinsic motivation, identified regulation) could positively predict self-regulated learning（metacognitive strategies, learning goal setting）.
7. Autonomous motivation was the mediator between mastery classroom goal structure and self-regulated learning.
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