本研究主要探討不同回饋方式對女學生學習動機與學業成就之影響，並試圖瞭解高職女學生之學習動機對其學業成就的影響。本研究採實驗研究法，本研究實驗組有兩組，一組接受常模參照回饋，另一組接受標準參照回饋；控制組則未給予任何回饋。從前二次的預試到正式研究的施測，皆以北部的高職學生為研究對象，並以計算機概論為測試之科目。在本研究第一次預試中，其學習動機量表得到良好的信度，在第二次預試的研究結果發現，不同的回饋方式對學業成就具有顯著影響。此外，正式研究是以台北市某高職幼保科一年級140位女學生為研究對象，以班級為單位隨機分派不同的回饋方式，且進行兩次學習動機問卷之施測以及兩次學業成就測驗。本研究主要發現不同回饋方式對女學生的學業成就無顯著差異。另外，接受成績回饋的女學生，其自我效能顯著高於無成績回饋的女學生，但接受標準參照回饋的女學生，其自我效能與常模參照回饋的女學生則無顯著差異。此外，學科價值對學業成就亦具顯著影響。同時，本研究從後續訪談中發現可能影響實驗結果的潛在因素，包括考試方式不一致的影響以及同時事件的影響。最後，根據研究結果對教師在教學上及未來研究提出具體建議。

The purposes of this study were to examine the influence of different types of feedback on vocational high school female students’ learning motivation and academic achievement. The study also investigated the motivational factors（e.g. self-efficacy, task value, test anxiety）influencing vocational high school female students’ academic achievement. The quasi-experimental design was applied in the study. Two experimental groups received norm-referenced feedback and criterion-referenced feedback respectively; while the control group received no feedback. Prior to the main study, two pilot studies were conducted on vocational high school students in the northern Taiwan. Pilot study 1 showed good reliability and validity for the questionnaire. Pilot study 2 indicated that different types of feedback had affects on students’ academic achievement. A total of 140 students from three classes of the first-grade female students were selected and randomly assigned to three feedback conditions in this main study. These students were enrolled in the course of “The Computer Introduction”. The results showed that the types of feedback caused no significant differences on female students’ academic achievement. Moreover, students receiving score feedback had higher self-efficacy than those receiving no feedback. However, there was no significant difference on self-efficacy between criterion-referenced feedback and norm-referenced feedback. This study also indicated that the female students’ academic achievement was strongly influenced by their task value. Furthermore, from the follow-up interviews, it is found that the experimental accuracy had also affected by test types and concurrent events. Implications and suggestions for future research were also provided.

目 錄
誌謝 I
中文摘要 II
英文摘要 III
目 錄 IV
表目錄 VI
圖目錄 VII
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究問題 4
第三節 研究範圍與限制 5
第四節 重要名詞解釋 6
第二章 文獻探討 8
第一節 回饋理論與學習之探討 8
第二節 回饋與學業成就之探討 12
第三節 學習動機與學業成就及其相關研究之探討 18
第四節 回饋方式與學習動機及其相關研究之探討 30
第五節 女性在學習方面之相關研究 34
第三章 研究方法 39
第一節 研究架構 39
第二節 研究假設 39
第三節 研究工具 40
第四節 預試 41
第五節 研究對象 44
第六節 實驗設計 45
第七節 實驗流程 46
第八節 成就測驗 50
第九節 資料分析 51
第四章 研究結果 53
第一節 前測之樣本資料分析 53
第二節 不同回饋方式對女學生學業成就之影響 56
第三節 不同回饋方式對女學生學習動機之影響 57
第四節 自我效能、學科價值及考試焦慮對學業成就之影響 60
第五節 訪談之結果 61
第五章 結論、討論與建議 66
第一節 結論 66
第二節 討論 69
第三節 研究建議 79
參考書目 81
一、中文部份 81
二、英文部份 85
附錄 97
附錄一 第一次測驗之試卷 97
附錄二 第二次測驗之試卷 99
附錄三 學習動機問卷 101
表目錄
表3-1 預試之轉軸後的因素矩陣 42
表3-2 三組受試者在自我效能、學科價值及考試焦慮之描述性統計 44
表3-3 三組受試者在學業成就之描述性統計 44
表4-1 正式之轉軸後的因素矩陣 54
表4-2 三組受試者在前測自我效能、學科價值及考試焦慮之描述性統計 55
表4-3 三組受試者在前測學業成就之描述性統計 55
表4-4 三組受試者在學業成就之描述性統計 56
表4-5 三組受試者在第二次測驗成績之變異數分析摘要表 56
表4-6 三組受試者在後測自我效能、學科價值及考試焦慮之描述性統計 58
表4-7 三組受試者在後測自我效能之變異數分析摘要表 58
圖目錄
圖3-1 本研究之研究架構 39
圖3-2 實驗流程 46

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