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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/55347


    Title: 維持正向自我評價或追求自我改善：檢驗自我改善動機的啟動因素 (I)
    Other Titles: Maintaining Positive Self-Evaluation or Improving Self: the Activation Timing of the Self-Improving Motivation.
    Authors: 孫蒨如
    Contributors: 國立政治大學心理學系
    行政院國家科學委員會
    Keywords: 維持正向自我評價;追求自我改善
    Date: 2011
    Issue Date: 2012-11-08 14:06:23 (UTC+8)
    Abstract: 近年來一些跨文化的研究嘗試以文化的因素來解釋個體的自我提升動機及自我改善動機（e.g., Heine et al. 2001），筆者認為若是只用文化差異的概念來解釋自我提升動機或是自我改善動機是過於粗略的，因為這兩種動機在不同文化下都看得到它們的運作。但回顧先前相關研究，也的確發現都未曾清楚論述過自我改善動機的心態是「覺得自己不好，想要求好」？還是覺得自己現況還可以，但仍希望自己可以更好，亦即是一種『精益求精、好可以更好』的心態？若是前者，那這自我改善的動機裡其實可能還夾雜了想要維持正向自我評價的需求，亦即有著自我提升動機存在。若是後者，那則意味著自我改善動機應是在基本正向自我評價需求已獲滿足之後才會出現。筆者認為華人個體基本上有著自我提升動機，希望維持正向自我評價。所以在個體處於極差的處境或是表現不佳時，個體會有著自我提升的動機，希望維持對自己的正向評價，而自我改善動機的啟動時機，筆者認為則應是在個體維持住一個對自己還算正向的自我評價後，若有機會讓個體知道其仍有進步的空間且有具體的方式可達成目標，亦即有著適合的情境線索或資訊，此時則會啟動個體自我改善的動機。筆者預計以兩年對自我改善動機的啟動狀態進行探討。在研究一中，受試者將被隨分派至下列五組之一，接受不同回饋：（回饋狀態：無回饋vs. 表現極差(25%) vs. 表現不佳(45%) vs. 表現尚可(60％) vs. 表現良好(80%) )。主要依變項則為不同性質參考訊息的選擇比例，由受試者選擇的比例即可推論其動機狀態。研究二基本上為一個5 ( 回饋狀態：無回饋vs. 表現極差(25%) vs. 表現不佳(45%) vs. 表現尚可 (60％) vs. 表現好(80%) ) X 2 （情境線索： 練習可以讓表現不好的人避免失敗vs. 練習可以讓表現好的人追求成功）的雙因子設計，主要依變項則為在自由操作時繼續原作業的時間及在新作業上的操作時間。在研究三中，受試者將隨機分派至5( 回饋情境: 表現極差(25%) vs. 表現不佳(45%) vs. 表現尚可(60％) vs. 表現良好(80%) ) X 2 （訊息類型：策略vs. 個人感受）的雙因子設計。主要依變項則為各實驗情境中受試者對各個可供比較的比較層級所提供的參考訊息的偏好程度，亦即覺得各個比較水準的相關訊息可供自己參考的程度，和不同回饋情境下之個體所選出的比較對象的百分等級。
    Past research has indicated that people have a need to maintain a positive self-evaluation. Festinger (1954) also suggests that people prefer upward comparison which indicated people have a self-improving motivation. However, the nature of the self-improving motivation hasn’t been well explored. In the present study, the author hypothesizes that the need to maintain a positive self-evaluation must be fulfilled, then the self-improving motivation can be activated if the proper improving cue is present. Three experiment are designed the test the hypotheses. In Study 1, subjects will be randomly assigned to receive one of the five feedback conditions: bottom 20% (worst) vs. bottom 40% (worse) vs. around 60% (good) vs. 80% (very good) , and the main dependent measure is the proportions of different types of message chosen. The study 2 is a 5 ( feedback condition：no feedback vs. bottom 20% “worst”vs. bottom 40% “worse”vs. around 60% “good” vs. 80% “very good”) X 2（situation cue：practice can protect you from failing vs. practice can pursuit for excellence）factorial design. The main dependent measure is the persistence time on the original task. In study 3, a 5 (feedback condition：no feedback vs. bottom 20% “worst”vs. bottom 40% “worse”vs. around 60% “good” vs. 80% “very good”) X 2（information type: one’s feeling and emotion vs. one’s strategies ）factorial design is employed. The main dependent measure is the rating of the preferred comparison level.
    Relation: 基礎研究
    學術補助
    研究期間:10008~ 10107
    研究經費:591仟元
    Data Type: report
    Appears in Collections:[心理學系] 國科會研究計畫

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