當今的研究中，價值肯定（value-affirmation）被證實能夠提升個體許多正向行為，而近年來更有學者將價值肯定使用在教育情境當中，以提升學生的動機與表現，且發現其效果會因情境特徵及個人特質而有所不同。然而，過去研究鮮少探討價值肯定的效果在不同回饋方式之下所產生的效果。本研究將從自我肯定理論（self-affirmation theory）的角度切入，檢驗不同回饋方式與價值肯定的操弄，對高中生作業參與動機與表現的影響效果與內在機制。本研究之實驗採2（價值肯定：有肯定 vs. 沒肯定）x 2（回饋方式：常模參照 vs. 自我參照）組間設計。參與者為160名高中學生，將其隨機分派至四個組別，分別為有肯定常模參照回饋組、沒肯定常模參照回饋組、有肯定自我參照回饋組以及沒肯定自我參照回饋組。在針對各組進行不同實驗操弄後，再提供各組參與者挑戰作業，了解其參與挑戰作業的動機與表現。本研究使用調節分析與條件性間接效果等統計方法，以檢驗實驗結果。研究結果顯示：首先，回饋方式調節價值肯定對參與動機的效果。在自我參照回饋組進行價值肯定的介入會提升參與動機；而在常模參照回饋方式組進行價值肯定的介入不會降低動機。接著，回饋方式調節價值肯定透過自我完整性對參與動機的間接效果。在自我參回饋組進行價值肯定的介入會透過降低自我完整性來提升動機；而在常模參照回饋方式組並不會透過提升自我完整性來降低參與動機。最後，回饋方式調節價值肯定透過參與動機對表現的間接效果。在自我參照回饋方式組，價值肯定的介入會透過提升參與動機來提升表現；而常模參照回饋方式組，價值肯定的介入則沒有透過降低動機來降低表現。

In recent years, scholars have used value-affirmation in educational contexts to enhance students' motivation and performance. They have found that its effects vary depending on contextual characteristics and individual traits. However, few studies have examined the effects of value-affirmation in the context of different feedback approaches. This study will examine the effects and mechanisms of different feedback manners and value-affirmation manipulations on high school students' motivation and performance through the direction of self-affirmation theory. The experiment was designed with 2 (value-affirmation: affirmative vs. non-affirmative) x 2 (feedback manner: norm-referenced vs. self-referenced) groups. The participants were 160 high school students who were randomly assigned to four groups. The value-affirming manipulations were implemented in different feedback contexts, and then the students were provided with a challenging task. Statistical methods such as moderated analysis and conditional indirect effects were used to examine the results of the experiment. The findings revealed that, first, the feedback manner moderated the effect of value-affirmation on motivation. Value-affirmation interventions in the self-referenced feedback group increased motivation, whereas value-affirmation interventions in the norm-referenced feedback group did not decrease motivation. Second, the feedback manner moderated the indirect effect of value-affirmation on motivation through self-integrity. Value-affirmation intervention in the self-referenced feedback group increased motivation by decreasing self-integrity, whereas in the norm-referenced feedback group did not decrease motivation by increasing self-integrity. Third, the feedback manner moderated the indirect effect of value-affirmation on performance through motivation. In the self-referenced feedback group, value-affirmation intervention enhanced performance by increasing motivation, whereas in the norm-referenced feedback group, value-affirmation intervention did not reduce performance by decreasing motivation.

摘要 i
Abstract ii
致謝 iii
目錄 iv
表目錄 v
圖目錄 vi
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第二章 文獻探討 4
第一節 價值肯定與動機、表現的關係 4
第二節 回饋方式、價值肯定與動機、表現的關係 12
第三章 研究方法 17
第一節 研究架構 17
第二節 研究對象 19
第三節 研究工具 20
第四節 研究程序 23
第四章 研究結果 25
第一節 操弄檢核 25
第二節 價值肯定與回饋方式對動機的影響 25
第三節 價值肯定與回饋方式對動機效果的機制 30
第四節 回饋方式調節「價值肯定透過動機影響表現」的間接效果 33
第五章 討論與建議 35
第一節 研究結果的意涵 35
第二節 理論與實務意涵 38
第三節 研究限制與未來研究建議 40
參考文獻 41
附錄 50

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