具備積極面對挑戰的態度是目前國內學生普遍缺少的態度。過去研究顯示學生是否具備面對挑戰的能力除了會影響學業表現外，甚至影響到未來成就，因此，找出影響學生面對挑戰性作業動機和表現的因素是相當重要的。本研究目的在了解對學生進行特質肯定，持不同表現目標的學生在面對挑戰性作業的動機和表現，分別會產生什麼影響。本研究樣本為168名國中學生。本研究第一週先透過成就目標量表了解學生持有趨向表現目標與逃避表現目標的程度。在第二週時，學生被分配到有特質肯定與無特質肯定組。針對有特質肯定組的學生而言，實驗者先提供學生正向的特質回饋，接著，再介紹一個挑戰性作業，並依序測量學生願意接受此挑戰性作業的動機和表現，針對無特質肯定組的學生而言，則提供中性的特質回饋。研究結果顯示：以面對挑戰性作業動機而言，當學生沒有接受特質肯定時，持有趨向表現目標程度越高的學生，面對挑戰性作業的動機越高，而持有逃避表現目標的程度對學生面對挑戰性作業的動機不會產生影響；然而，當提供學生特質肯定時，持有不同表現目標的程度對學生面對挑戰性作業的動機不會產生影響，這顯示特質肯定會減弱持有趨向表現目標者面對挑戰性作業的動機。另外，就學生面對挑戰性作業的表現而言，當學生沒有接受特質肯定時，持有趨向表現目標的程度不會對學生的表現產生影響，但是，持有逃避表現目標程度越高的學生，面對挑戰性作業的表現越佳；而當學生進行特質肯定後，持有不同表現目標的程度並不會影響學生面對挑戰性作業的表現，這顯示特質肯定會減弱持有逃避表現目標者面對挑戰性作業的表現。最後，研究者依據研究結果進行討論，並對未來研究方向及實務工作提出建議。

The purpose of this study is to understand the effects of attribute affirmation on high school students with different performance goals (approach performance goal and avoidance performance goal). This study sampled 168 students. In the first week of the study, we used the Achievement Goal Questionnaire to understand how students tend to approach performance goal and to avoidance performance goal. During the second week, students were assigned to different groups with attribute affirmation and without attribute affirmation. For students with a positive group, the experimenter provides students with attribute affirmation. Then, introduce a challenging assignment and measure the propensity and performance of students willing to accept these challenging learning tasks. For students without attribute affirmation, neutral trait feedback is provided. The results of the study show that in the face of challenging job motivation, when students do not receive attribute affirmation, students with higher levels of approach performance goals have higher motivation for challenging learning tasks, and the degree of holding the avoidance performance goals will not affect the motivation of the students for challenging learning tasks. However, when the attribute affirmation are given, the degree of holding the approach performance goals and avoidance performance goals will not affect the motivation of the students for challenging learning tasks. This shows that attribute affirmation will definitely weaken the motivation for those who hold the approach performance goals to face challenging learning tasks. In addition, regarding the performance of students in challenging learning tasks, the degree of holding the approach performance goals will not affect the performance of the students for challenging learning tasks, and students with higher levels of avoidance performance goals have higher performance for challenging learning tasks. However, when the attribute affirmation are given, the degree of holding the approach performance goals and avoidance performance goals will not affect the performance of the students for challenging learning tasks. This shows that attribute affirmation will definitely weaken the motivation for those who hold the avoidance performance goals to face challenging learning tasks. Researchers discuss the results of the study and suggest future research directions and practical work.

第一章 緒論..........................................1
第一節 研究動機.......................................1
第二節 研究目的與問題..................................5
第二章 文獻探討.......................................6
第一節 表現目標對於面對挑戰動機與表現的影響..............6
第二節 特質肯定與表現目標對於對面挑戰動機與表現的影響....10
第三節 總結..........................................16
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 實驗程序.......................................24
第五節 資料分析.......................................28
第四章 研究結果.......................................29
第一節 先前分析.......................................29
第二節 主要結果.......................................30
第三節 中介效果分析....................................35
第五章 討論與建議......................................37
第一節 研究結果小結....................................37
第二節 研究討論........................................40
第三節 研究限制與建議..................................43
參考文獻..............................................46
附錄一：第一週成就目標量表.............................56
附錄二：第二週智慧平衡台作業施測調查....................60
附錄三：第二週智慧平衡台作業實際操作指導語...............64
附錄四：第二週智慧平衡台作業操作表......................65

1.王蓁蓁（2000）。台北縣國中生之壓力源、因應方式與生活適應之相關研究（未出版之碩士論文）。國立台灣師範大學。台北市。
2.何垚、黃希庭（2012）。自我肯定的潛在機制與影響因素。西南大學學報，38（2），53-61。
3.何琦瑜、賓靜蓀、張瀞文（2012）。國中生學習動機低落1/4不能完全聽懂老師上課內容。親子天下，33，136-142。
4.侯玫如（2002）。多重目標導向對國中生認知、動機、情感與學習行為之影響（未出版之碩士論文）。國立成功大學，臺南市。
5.陳嘉成（2010）。二向度或三向度？國中生之成就目標建構適用性與自主性在學習歷程角色之研究。教育研究與發展期刊，6（4），137–166。
6.教育部（2014）。十二年國民基本教育課程綱要總綱。臺北市：教育部。
7.張映芬（2008）。國中生動機涉入之建構及其相關因素之探討（未出版之碩士論文）。國立成功大學，臺南市。
8.程炳林（2003）。四向度目標導向模式之研究。師大學報：教育類，48（1），15-40。
9.楊岫穎（2003）。國中生自我設限的情境及歷程因素之研究（未出版之碩士論文）。國立成功大學，臺南市。
10.劉政宏（2015）。可以提升怕被笑學生的迎接挑戰傾向嗎？自我肯定的影響效果與機制。行政院科技部研究計畫報告（計畫編號：MOST 104-2410-H-007-019）。
11.劉政宏（2016）。價值肯定對不同害怕被嘲笑程度中學生迎接挑戰傾向與表現的效果與機制。行政院科技部研究計畫報告（計畫編號：MOST 105-2410-H-007-023）。
12.劉政宏、李依齡、李維光與黄博聖（2013）。害怕被嘲笑對國中生迎接挑戰傾向的影響：智力自我理論的調節效果。教育心理學報，44（3），691-712。
13.劉潔玲（2002）。從中國傳統文化思想及價值觀論目標取向理論在華人社會的應用。教育研究資訊，10（3），183-203。
14.謝岱陵（2003）。國中生四向度目標導向之中介效果分析（未出版之碩士論文）。國立成功大學，臺南市。
15.Ames, C. (1992). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
16.Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267. http://dx.doi.org/10.1037/0022-0663.80.3.260
17.Anderson, R., Manoogian, S.T., & Reznick, J.S. (1976). The undermining and enhancing of intrinsic motivation in preschool children. Journal of Personality and Social Psychology, 34, 915–922. http://dx.doi.org/10.1037/0022-3514.34.5.915.
18.Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.
19.Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation Testing multiple goal models. Journal of Personality and Social Psychology, 80(5),706-722.
20.Blanton, H., Pelham, B. W., DeHart, T., & Carvallo, M. (2001). Overconfidence as dissonance reduction. Journal of Experimental Social Psychology, 37(5), 373-385.
21.Brady, S. T., Reeves, S. L., Garcia, J., Purdie-Vaughns, V., Cook, J. E., Taborsky-Barba, S., et al. (2016). The psychology of the affirmed learner: Spontaneous self-affirmation in the face of stress. Journal of Educational Psychology, 108, 353–373. http://dx.doi.org/10.1037/edu0000091
22.Briñol, P., Petty, R. E., Gallardo, I., & DeMarree, K. G. (2007). The effect of self-affirmation in nonthreatening persuasion domains: Timing affects the process. Personality and Social Psychology Bulletin, 33, 1533-1546.
23.Cameron, J., & Pierce, W.D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363–423. http://dx.doi.org/10. 3102/00346543064003363.
24.Clifford, M. M., & Chou, F. (1991). Effects of payoff and task context on academic risk taking. Journal of Educational Psychology, 83, 499–507. http://dx.doi.org/10.1037/0022-0663.83.4.499
25.Cohen, G. L., Aronson, J., & Steele, C. M. (2000). When Beliefs Yield to Evidence: Reducing Biased Evaluation by Affirming the Self. Personality and Social Psychology Bulletin, 26, 1151-1164.http://dx.doi.org/10.1177/01461672002611011
26.Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333–371. http://dx.doi.org/10.1146/annurev-psych-010213-115137
27.Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307–1310. http://dx.doi.org/10.1126/science.1128317
28.Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400–403. http://dx.doi.org/10.1126/science.1170769
29.Creswell, J. D., Welch, W. T., Taylor, S. E., Sherman, D. K., Gruenewald, T. L., &; Mann, Ti. (2005). Affirmation of personal values buffers neuroendocrine and psychological stress responses. Psychological Science, 16(11), 846-851.
30.Cohen, G.L., & Sherman, D.K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333–371. http:// dx.doi.org/10.1146/annurev-psych-010213-115137.
31.Cohen, G. L., Sherman, D. K., Bastardi, A., Hsu, L., McGoey, M., & Ross,L. (2007). Bridging the partisan divide: Self-affirmation reduces ideo- logical closed-mindedness and inflexibility in negotiation. Journal of Personality and Social Psychology, 93, 415– 430. doi:10.1037/0022- 3514.93.3.415
32.Dweck, C. S. & Leggett, E. L. (1988), “A social-cognitive approach to motivation and personality,” Psychological Review, Vol. 95, No. 2, pp. 256-273.
33.Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. http://dx.doi.org/10.1037/0003-066X.41.10.1040
34.Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
35.Elliot, A. J., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
36.Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. http://dx.doi.org/10.1037/0022-3514.80.3.501
37.Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628. http://dx.doi.org/10.1037/0022-0663.100.3.613
38.Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103, 632–648. http://dx.doi.org/10.1037/a0023952
39.Elliott, E. S., & Dweck, C. S. (1988a). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12. http://dx.doi.org/10.1037/0022-3514.54.1.5
40.Elliott, E. S., & Dweck, C. S. (1988b). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 397-420.
41.Epton, T., Harris, P.R., Kane, R., van Koningsbruggen, G.M., & Sheeran, P. (2015). The im- pact of self-affirmation on health-behavior change: A meta-analysis. Health Psychology, 34, 187–196. http://dx.doi.org/10.1037/hea0000116.
42.Goyer, J.P., Garcia, J., Purdie-Vaughns, V., Binning, K.R., Cook, J.E., Reeves, S.L., Apfel, N., Taborsky-Barba, S., Sherman, D.K., & Cohen, G.L. (2017). Self-affirmation facilitates minority middle schoolers' progress along college trajectories. Proceedings of the National Academy of Sciences, 114 (29) 7594-7599.
43.Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.
44.Hancock, D.R. (2002). Influencing graduate students' classroom achievement, homework habits and motivation to learn with verbal praise. Educational Research, 44, 83–95. http://dx.doi.org/10.1080/00131880110107379.
45.Harackiewicz, J. M.; Barron, K.E.& Elliot, A.J. (1998). Rethinking achievement goal:When they are adaptive for college students and why? Educational Psychologist, 33 (1), 1-21.
46.Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106, 375–389. http://dx.doi.org/10.1037/a0034679
47.Harris, P. R., & Napper, L. (2005). Self-affirmation and the biased pro- cessing of threatening health-risk information. Personality and Social Psychology Bulletin, 31, 1250 –1263. doi:10.1177/0146167205274694
48.Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: The Guilford Press
49.Helmreich, R. L., & Spence, J. T. (1978). Achievement motivation and scientific attainment. Personality and Social Psychology Bulletin, 4, 222–226. http://dx.doi.org/10.1177/014616727800400209
50.Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588–599. http://dx.doi.org/10.1037/0022-3514.77.3.588
Koole, S. L., & van Knippenberg, A. (2007). Controlling your mind without ironic consequences: Self-affirmation eliminates rebound effects after thought suppression. Journal of Experimental Social Psychology, 43, 671-677. DOI: 10.1016/j.jesp.2006.07.001
51.Lee, W., & Kim, S.-i. (2014). Effects of achievement goals on challenge seeking and feedback processing: Behavioral and fMRI evidence. PLoS ONE, 9(9), 1–12. doi:10.1371/journal.pone.0107254
52.Levy-Tossman, I., Kaplan, A., & Assor, A. (2007). Academic goal orientations, multiple goal profiles, and friendship intimacy among early adolescents. Contemporary Educational Psychology, 32, 231–252. http://dx.doi.org/10.1016/j.cedpsych.2006.06.001
53.Liu, C. H. (2012). Valuable but threatening: The reduced effect of incremental theory on challenge-confronting tendencies for students who fear being laughed at. Learning and Individual Differences, 22, 39–843.http://dx.doi.org/10.1016/j.lindif.2012.06.010
54.Liu, C. H. (under review). The more hungry students are for others’ approval, the less beneficial self-affirmation is for their motivation and performance. Journal of Educational Psychology.
55.Liu, C. H., Chiu, F. C., Chen, H. C., & Lin, C. Y. (2014). Helpful but insufficient: Incremental theory on challenge-confronting tendencies for students who fear being laughed at. Motivation and Emotion, 38, 367–377. doi:10.1007/s11031-013-9386-x
56.Liu, C. H., Huang, P. S., Chang, J. H., Lin, C. Y., & Huang, C. C. (2016). Helpful or unhelpful? Self-affirmation on challenge-confronting tendencies for students who fear being laughed at. Learning and Individual Differences, 45, 43–52. http://dx.doi.org/10.1016/j.lindif.2015.11.023.
57.McQueen, A., & Klein, W.M.P. (2006). Experimental manipulations of self-affirmation: A systematic review. Self and Identity, 5, 289–354. http://dx.doi.org/10.1080/ 15298860600805325.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718.
58.Midgley, C., Anderman, E. M.,Hicks, L.(1995).Differences between elementary and middle school teachers and students: A goal theory approach.Journal of Early Adolescence,15
59.Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61-75.
60.Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77–86. http://dx.doi.org/10.1037/0022-0663.93.1.77
61.Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234–1237. http://dx.doi.org/10.1126/science.1195996
62.Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjectiveexperience, task choice, and performance. Psychological Review, 91(3), 328-346.
63.Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269–287. http://dx.doi.org/10.1207/s1532690xci0504_2
64.Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555
65.Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie,W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). MI: National Center for Research to Improve Postsecondary Teaching and learning.
66.Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993). Role of mathematics self-efficacy in the structure model of mathematics achievement. Journal of Educational Psychology, 85(1), 41-48.
67.Schmeichel, B. J., & Vohs, K. D. (2009). Self-affirmation and self-control: Affirming core values counteracts ego depletion. Journal of Personality and Social Psychology, 96, 770 –782. doi:10.1037/a0014635
68.Schwinghammer, S. A., Stapel, D. A., & Blanton, H. (2006). Different selves have different effects: Self-activation and defensive social com- parison. Personality and Social Psychology Bulletin, 32, 27–39. doi: 10.1177/0146167205277096
69.Sherman, D.K., & Cohen, G.L. (2006). The psychology of self-defense: Self-affirmation the- ory. Advances in Experimental Social Psychology, 38, 183–242. http://dx.doi.org/10. 1016/S0065-2601(06)38004-5.
70.Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., . . . Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology, 104(4), 591-618.
71.Sherman, D. K., Nelson, L. D., & Steele, C. M. (2000). Do messages about health risks threaten the self? Increasing the acceptance of threatening health messages via self-affirmation. Personality and Social Psychology Bulletin, 26, 1046–1058. http://dx.doi.org/10.1177/01461672002611003
72.Silverman, A., & Cohen, G. L. (2014). Fostering positive narratives: Social-psychological interventions to maximize motivation in the class- room and beyond. In S. A. Karabenick & T. C. Urdan (Eds.), Motiva- tional interventions (Vol. 18, pp. 177–211). Bingley, UK: Emerald Group Publishing Limited. http://dx.doi.org/10.1108/S0749- 742320140000018005
73.Spencer, S. J., Fein, S., & Lomore, C. D. (2001). Maintaining one’s self-image vis-a`-vis others: The role of self-affirmation in the social evaluation of the self. Motivation and Emotion, 25, 41– 65. doi:10.1023/ A:1010659805978
74.Stapel, D. A., & Schwinghammer, S. A. (2010). Self-activations and self-motivations: A simple plan. Manuscript submitted for publication.
75.Stapel, D.A. & van der Linde, L.A.J.G. (2011). What drives self-affirmation effects? On the importance of differentiating value affirmation and attribute affirmation. Journal of Personality and Social Psychology, 101(1), 34-45.
76.Steele, C. M. (1988). The psychology of self‐affirmation: Sustaining the integrity of the self. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 21, pp. 261–302). New York: Academic Press.
77.Steele, C. M., & Liu, T. J. (1983). Dissonance processes as self- affirmation. Journal of Personality and Social Psychology, 45, 5–19. doi:10.1037/0022-3514.45.1.5
78.Taylor, S. E., & Lobel, M. (1989). Social comparison activity under threat: Downward evaluation and upward contacts. Psychological Review, 96, 569 –575.
79.Tesser, A., & Cornell, D. P. (1991). On the confluence of self processes. Journal of Experimental Social Psychology, 27, 501–526. doi:10.1016/ 0022-1031(91)90023-Y
80.Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.
81.Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267–301. http://dx.doi.org/10.3102/0034654311405999