| Summary: | 碩士 === 元智大學 === 管理研究所 === 94 === The purpose of this study is to investigate if there is a significant effect between parents’ and teachers’ goal orientation and students’ achievement motivation; in addition, it discussed the relationship among students’ achievement motivation, self-efficacy, and learning performance (including daily behaviors and academic performance). Participants in this study were the students, parents, and teachers from seven national junior high schools in Taoyaun County. A questionnaire was completed by each participant, and there were 754 copies valid. Results showed ten suggestions:
(1) The more parents’ learning orientation was, the stronger students’
individual- oriented achievement motivation was.
(2)There was no significant positive correlation between teachers’ learning orientation and students’ individual-oriented achievement motivation.
(3) Parents’ learning orientation had more significant effect on students’ individual-oriented achievement motivation than teachers’ learning orientation did
（4）The more parents’ performance orientation was, the stronger students’ social-oriented achievement motivation was.
(5) There was no significant positive correlation between teachers’ performance orientation and students’ social-oriented achievement motivation.
(6) Parents’ performance orientation had more significant effect on students’ social-oriented achievement motivation than teachers’ performance orientation did.
(7) The stronger students’ individual-oriented achievement motivation is, the better their learning performance is.
(8) The higher students’ self-efficacy is, the better their learning performance is.
(9) The stronger students’ individual-oriented achievement motivation is, the higher their self-efficacy is.
(10) Students’ individual-oriented achievement motivation will affect their learning performance through the mediating effect.
This study focuses on the findings and gives managerial implications for the Ministry of Education (MOE) and educational institutions.
Keywords: achievement motivation, goal orientation, self-efficacy, learning performance
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