本研究旨在探討高中生自尊、個人目標導向、自我設限及學業表現之間的關係，也探討不同性別、年級之高中生的自尊、個人目標導向、自我設限差異情形，並進一步訪談不同自我設限程度（高/低）的高中生，比較其學習狀況、目標設定的差異情形。本研究以臺北市立某完全中學高中部高一、高三學生為研究對象，共計517人（女性270名，男性247名）。使用的研究工具包括「自我設限量表」、「個人目標導向量表」與「自尊量表」。調查所得資料以獨立樣本t考驗、單因子多變量變異數分析、Pearson積差相關、典型相關及多元迴歸等統計方法處理。此外，研究者另外選出八位高自我設限與八位低自我設限的學生進行訪談，並對訪談逐字稿進行內容分析。研究結果發現；(一) 高中生會採用自我設限策略，最常採用的自我設限策略為取得性內在自我設限及宣稱性內在自我設限，其次為取得性外在自我設限，最少採取的為宣稱性外在自我設限；(二)不同性別的高中生在採用之自我設限策略並無顯著差異；(三) 不同年級的高中生在採用之自我設限策略上有顯著差異，且高一學生在使用取得性內在自我設限、宣稱性內在自我設限較高三學生為高；(四)不同之個人目標導向與自我設限策略間有兩組典型相關存在；（五）高中生所持之個人目標及採用之自我設限策略可以預測其學業表現；（六）不同程度（高/低）自我設限的高中生在「學習生活」、「學業的價值觀」及「目標設定」三個向度上有差異。最後，研究者依據研究結果對教育及未來研究提出具體建議。

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