本研究采用刘惠军等修订的成就目标取向量表,以北京市某初中425名初一学生为研究对象进行问卷测量，探讨初一学生成就目标定向与英语成绩的关系。结果表明：（1）初一学生在成绩趋近目标取向上存在显著的性别差异,在掌握趋近、掌握回避、成绩回避三种成就目标取向上均不存在性别差异。（2）掌握趋近、成绩趋近与英语成绩呈显著正相关关系;掌握回避与英语程度无显著相关关系；成绩回避与英语成绩呈显著负相关关系。（3）掌握趋近和成绩回避目标取向对初一学生的英语成绩有显著的预测作用。

The Liu, H.’s achievement goal orientation questionnaire has been applied in this research and researched 425 1st grade students in a middle school of Beijing in order to explore the relations between the achievement goal orientation and students’ English performance. The findings indicate that: (1) There is no significant difference in master approach, master avoidance and performance avoidance between girls and boys except performance approach. (2) The students’ English performance is positively correlated to master approach and performance approach, while negatively correlated to performance avoidance. And there is no significant correlation between master avoidance and students’ English performance. (3) Both master approach and performance avoidance have a significant forecasting function for students’ English performance.