本研究旨在探討內外控取向與試題難度排列方式對學業成績之影響，共包括三個實驗，分別驗證在難、中、易三種難度層次中：
(1)不同的控制取向對學業成績是否有影響?
(2)不同的試題難度排列方式對學業成績是否有影響?
(3)不同的控制取向與不同的試題難度排列方式對學業成績有否交互影響?
三個實驗均採2×3多因設計。自變數均為內外控取向與試題難度排列方式，依變數則為數學科測驗成績，其中試題難度排列方式又分為由易至難，由難至易及隨機安排等三種。
受試者為778位台北市實踐、成淵及介壽國中的一年級學生，在接受過「知識成就負責問卷」之施測後，取最高分的27%為內控組；最低分的27%為外控組，隨機分派至三個實驗中，並隨機接受由易至難、由難至易及隨機安排等三種試題排列方式之數學科測驗。經以二因式變異數分析統計的結果，發現只有在試題較容易時，內控者的學業成績優於外控者，其餘的假設則未能達到顯著水準。
研究的結果將從試題間難度的差異值及其他可能的因素來加以討論，並且提出進一步研究的建議。

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