中文摘要
　　本研究檢驗學習者的年齡及教師的口語提示對於觀察學習效果及自我效能在不同學習歷程（獲得與保留階段）的影響。在學習效果方面，並同時檢驗動作表現的型與動作順序。實驗參加者包括6及9歲兩個年齡組，再依口語提示的條件分為三組：無口語提示、型的口語提示、順序的口語提示。實驗分為獲得與保留二個階段。在「獲得」階段有三個試作區段，每個區段包含二次試作。「保留」階段於十分鐘和兩天後分別進行立即保留測驗和延遲保留測驗，各包含一個試作區段，每一區段二次試作。實驗的作業是有既定動作標準和順序的六個體操動作。結果顯示在獲得階段，型與順序的動作分數上有顯著的年齡、口語提示和試作區段的三因子交互作用；在型的自我效能分數上，年齡、口語提示和試作區段有顯著的三因子交互作用，但在順序的自我效能分數上只有顯著的年齡和試作區段交互作用。在保留階段，動作和自我效能分數則沒有發現任何交互作用，只有在型與順序的動作分數上有發現年齡的主要效果。本研究發現觀察學習的效果受到年齡及口語提示的影響且在學習的不同階段有不同的效果，而自我效能亦受到年齡和學習階段的影響，口語提示對自我效能則沒有顯著的影響。

ABSTRACT
　　This study examined the effects of age and verbal cues on performance and self-efficacy in observational learning, in both acquisition and retention phases. hildren comprising two age groups (6 and 9 years) were randomly assigned to model only, model plus verbal cues of form, or model plus verbal cues of order conditions. The task was a 6-part motor skill sequence in which proper order and quality of form were assessed. The acquisition phase consisted of three trial blocks with two trials in each block. Retention tests were held ten minutes and two days after the acquisition phase, with one trial block (two trials) in each test. Data collected from the acquisition and retention phases were analyzed separately with repeated measures ANOVAs (age by verbal cues by trial blocks). At the acquisition phase, results showed a significant age by verbal cues by trial blocks interaction on performance of both order and form and self-efficacy on form, while an age by trial block interaction on self-efficacy on order. At the retention phase, an age main effect was found on order and form. Older children generally outperformed younger children. Results of the study indicated that age and verbal cues may have different effects on performance in different learning stages. Self-efficacy seemed to change subject to age and learning stages but may not be affected by verbal cues.

目　次
第壹章　緒論……………………………………………1
　第一節　問題背景……………………………………1
　第二節　觀察學習的理論背景………………………2
　第三節　觀察學習獲得技能的機制…………………5
　第四節　社會心裡因素與觀察學習…………………7
　第五節　發展上的差異與觀察學習…………………13
　第六節　研究目的……………………………………17
　第七節　研究問題與假設……………………………17
　第八節　名詞解釋……………………………………18

第貳章　研究方法………………………………………20
　第一節　實驗參加者…………………………………20
　第二節　研究設計……………………………………21
　第三節　作業…………………………………………24
　第四節　測量…………………………………………24
　第五節　實驗程序……………………………………26
　第六節　資料分析……………………………………28

第參章　結果……………………………………………30
　第一節　信度分析……………………………………30
　第二節　獲得階段……………………………………31
　第三節　保留階段……………………………………47
　第四節　總結…………………………………………49

第肆章　討論……………………………………………51
　第一節　年齡…………………………………………52
　第二節　口語提示……………………………………52
　第三節　自我效能……………………………………55
　第四節　學理及應用上的意義………………………57
　第五節　其他可能的研究方向………………………59
　第六節　結語…………………………………………60

中文部份
陳新燕、卓俊伶（民86）。動作示範中的結果獲知對動作表現和學習的影響。體育學報，22，329-338。
莊稼嬰、墨瑞．湯馬斯、汪欲仙（民87）。兒童發展心理學。台北：三民書局。

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