目的：本研究主要目的在瞭解運動學習成就目標對於大學體育課學生學習表現和自評表現滿意度的影響，以及性別在測量工具與影響模型上的差異。方法：研究對象為北部一所大學大一體育必修課學生，共計251份有效問卷。資料分析包含描述性統計、獨立樣本t檢定、驗證性因素分析與結構方程式模型。結果：研究結果顯示用於體育課程之2×2運動成就目標量表具良好信度與效度，測量模型性別恆等成立。部分體育成就目標得分有顯著性別差異。整體體育課學生觀之，表現—趨近目標和表現—逃避目標為顯著影響學習表現的因子；而表現—趨近目標為影響自評表現滿意度的因子。性別模型影響因子的差異僅發現在對自評表現滿意度上。結論：本研究用於大學體育課之2×2運動成就目標量表測量穩定可供後續相關研究使用，男女體育課大學生在運動成就目標偏向不同，自評表現滿意度影響因子亦趨向不同，體育教師在課程內容、教學方式上，可針對性別學習成就目標的差異，規劃不同教學策略。

Purpose: The main purpose of this study was to understand the effects of sport learning achievement goal on physical education (PE) performance and self-evaluated performance satisfaction among college students and gender differences on measure scale and on the path model. Methods: Research participants were college freshman at required PE courses in a university in the north part of Taiwan. Total of 251 complete and valid questionnaires. The data were analyzed for descriptive statistics, independent t tests, confirmatory factor analysis and structure equation model analysis. Results: The results showed that the study’s 2×2 achievement goal scale for PE courses had good reliability and validity. Gender equivalence was sustained for the measurement scale. Gender differences were found significantly for some achievement goal scores. For overall PE students, learning performance was influenced significantly by performance-approach and performance-avoidance goals and self-evaluated performance satisfaction by performance-approach goal. After conducting a comparison on the path model by gender, the differences of effects were found only on self-evaluated performance satisfaction. Conclusion: The study’s 2×2 achievement goal scale for college PE courses is stable and suitable for future research. The tendency of achievement goal for college male and female PE students may differ and the factor influencing their self-evaluated performance satisfaction may also differ. College PE teachers could consider such differences and use different strategies on course contents and teaching methods.