本研究旨在探討電腦技能的問題解決學習上，「目標導向回饋」對學習成就及後設認知的影響，並探討學習者個人之「目標導向傾向」和教室環境中的「目標導向回饋」在學習成就上有無交互作用。其中目標導向是指強調「自我比較」和「努力」的學習導向，以及強調「社會比較」和「能力」的表現導向。研究樣本為高職三年級140位學生，依據目標導向回饋的不同分為三組，包括學習回饋組、表現回饋組及控制組。目標導向傾向分為學習傾向（高vs.低）及表現傾向（高vs.低）。在學習成就方面，以上學期的學期成績為共變數，進行共變數分析；在後設認知方面，針對學習及表現回饋組進行t檢定。
研究結果顯示：(1)在學習成就方面，學習及表現回饋組高於控制組；目標導向回饋和學習傾向間無交互作用存在；目標導向回饋和表現傾向間有交互作用存在，就學習回饋組而言，高表現傾向者的學習成就優於低學習傾向者，就低表現傾向而言，表現回饋組的學習成就高於學習回饋組和控制組。(2) 在後設認知活動上，表現回饋組在對於解題過程的監督（解題過程前期）、對於理解程度的監督（解題過程後期）、及解答合理性的評估上，顯著高於學習回饋組。

The purpose of this study was to investigate the effects of goal orientation tendency and goal orientation feedback on vocational school students' problem-solving performance and metacognition on computer skill learning. Subjects were assigned to one of three experiment groups: the learning goal feedback group, the performance goal feedback group, or the control group. Learners’ goal orientation tendency was identified as learning goal orientation or performance goal orientation according to their scores on the Goal Orientation Test.
ANCOVAs were conducted to analyze the performance on computer problem solving using computer skill grades of previous semester as the covariant. The results showed that both the learning goal feedback group and the performance goal feedback group scored significantly higher than the control group. The “goal orientation feedback” by “learning goal tendency” interaction was not significant, but the “goal orientation feedback” by “performance goal tendency” interaction was significant in problem-solving performance. The high performance tendency subjects had better performance than the low performance tendency subjects did in the learning goal feedback group. The performance goal feedback group scored significantly higher than the learning goal feedback group and the control group for the low performance tendency subjects.
T-tests were conducted to analyze the metacognition measurement. The performance goal feedback group showed higher “monitoring of problem-solving progresses during the early stages”, “comprehension monitoring during the late stages”, and “evaluation of solution feasibility” than the learning goal feedback group during problem solving.

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