目標難度及獎賞方式對學習表現及內在動機的影響

The Effects of Goal Difficulty and Rewards Style on Learning Performance and Intrinsic Motivation

蘇秦玉(Chin-Yu Su) ； 黃素芬(Su-Fen Huang) ； 林夙豐(Su-Fong Lin)

《國立體育學院論叢》 16卷1期 (2005/06) Pp. 213-224

https://doi.org/10.6591/JPES.2005.06.16

摘要

本研究目的在探討：1.目標難度及獎賞方式對學習表現的影響。2.目標難度及獎賞方式對內在動機的影響。受試者為國立聯合大學的學生120名（男生73，女生47），實驗項目為保齡球。研究工具為目標難度設定單、內在動機量表及實驗操弄檢弄表。所得結果為：1.目標難度及獎賞方式對學習表現沒交互作用影響。2.困難目標組的學生其學習表現高於中等難度組，且事前告知有獎賞的學生其學習表現高於未告知有獎賞的學生。3.目標難度及獎賞方式對內在動機沒有交互作用影響。4.困難目標組的學生其內在動機高於中等難度組，且未告知有獎賞的學生其內在動機高於事前告知有獎賞的學生。研究者針對研究結果提出有關結果的應用及未來研究的建議。

關鍵字

目標難度 ； 獎賞方式 ； 學習表現 ； 內在動機

並列摘要

The purposes of this study were: 1. to explore the effect of goal difficulty and rewards style on learning performance, and 2. to explore the effect of goal difficulty and rewards style on intrinsic motivation. The subjects were 120 students drawn from National Lien-Ho University (male 73; female 47). The experimental item was bowling. All the subjects were administered by goal difficulty setting list, intrinsic motivation inventory, and situational manipulation check list. The results were as follows: 1. There was no interaction effect of goal difficulty and rewards style on learning performance. 2. The subjects of high goal difficulty had better learning performance than those of moderate goal difficulty, and the subjects of informed group had better learning performance than those of no informed group. 3. There was no interaction effect of goal difficulty and rewards style on intrinsic motivation. 4. The subjects of high goal difficulty had higher intrinsic motivation than those of moderate goal difficulty, and the subjects of no informed group had higher intrinsic motivation than those of informed group. The researcher offered some suggestions about the results and future studies.

並列關鍵字

goal difficulty ； rewards style ； learning performance ； intrinsic motivation

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