運作的自我（working self-concept）認為一個人的自我知識，就結構而

言，是多向度的；就其運作而言，常會因個體動機或情境的不同，而起動

不同的自我知識向度。在特定時刻被起動的自我知識即稱為運作的我作。

根據此概念，自我可以透過外在情境的引發而被起動。因此，本研究以操

弄指導語之方式，讓受試在實驗室中思考不同的自我知識向度，藉此引發

受試的自我知識。此外，受試並接受內向或外向的回饋，當受試起動的自

我知識向度與回饋相同時，稱為一致回饋；反之，則為不一致饋。回饋變

項之設計主要在了解剛被引發的自我知識，如何與外在提供的訊息產生相

互影響的作用。因此，本實驗為一個３（內向起動、外向起動、控制組）

╳２（內向回饋、外向回饋）設計。在依變項方面，本研究以受試之自我

評量、歸因及社會比較對象的選擇為主要依變項。參與的受試共有６４人

，全部是政大之女學生，實驗採個別實驗法，以測驗的編修為表面目的，

邀請受試做自我評量及回答一份有關歸因及社會比較的問卷。 研究結果

發現：第一，在自我評量部份，基模起動與回饋都對受試的自我評量有影

響：內向起動者評量自己比控制組內向，內向回饋者評量自己比外向回饋

者內向；接受一致回饋之受試，自我評量有極化的現象。第二，在歸因方

面，接受一致回饋的受試心接受不一致的受試更傾向歸因於人格特質的因

素。第三，在社會比較方面，外向回饋組的受試傾向選擇外向參考資料為

第一選擇。

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