學習能力、內外控信念與獎勵條件之間的相互關係

The Relationship between Academic Ability, Locus of Control and Reward Contingency

從二十世紀初到一九六零年代中期以來，獎勵一直被行為理論學派視為學習過程中一項要素。近代有一些研究學者持不同見解，認為獎勵可能導致”習得無助感”，或產生“過度辯證效應”；也有些學者認為，當個人受到獎勵的誘惑時，反而會表現更差。本文作者認為，學生在面臨獎勵條件的學習情況下，是否表現較好或更糟，應視其個人特質與獎勵的方式而定。本文獻探討之目的在於提供此理論邏輯，作為未來以實驗方法檢視學習能力，內外控信念與獎勵條件之間的相互影響之根據。

Rewards have been viewed as a crucial factor in learning process proposed by behavioural theorists from the early twentieth century to the mid-1960s. Some contemporary researchers have disputed that rewards could produce “learned helplessness” or “overjustification effect”; others mentioned that individuals performed worse when they were attempted with incentives. The author proposed that individuals, performance depended on their characteristics and the nature of reward conditions. A rationale was provided in the present literature review for conducting further experiments on the effect of locus of control and reward contingency on students academic performance.