This study aims at testing: (a) the application of a quadripolar framework of need for achievement to differentiate students with adaptive and maladaptive patterns of learning; (b) the moderating effect of the achievement need model on achievement goal orientation. The sample consisted of 1780 seventh-to-ninth graders representing 63 classrooms from 16 schools in Kaohsiung City. Multivariate analyses and structural equation modeling using multi samples were conducted. Results indicated: (a) a low and negative correlation between success achievement need and failure avoidance need, which confirms the hypothesis of the quadripolar model; (b) In the adaptive patterns of learning group, success-oriented individuals were significantly higher than overstrivers on academic interest and self-efficacy, and failure-avoiders were significantly higher than failure-acceptants on the expectance of success; (c) In the maladaptive patterns of learning group, overstrivers were significantly higher than success-oriented individuals on self-handicapping and novelty avoidance, and failure-avoiders were significantly higher than failure-acceptants on novelty avoidance; (d) results of multi-sample analysis indicated that the structural parameters on the model of achievement goal orientation were significantly different among the four groups. The results and implications for intervention and future research were addressed.