教師常使用口頭的稱讚與責備來管理學童的行為，一般認為：稱讚可以使學童表現出更多的良好行為，責備則可減少不良行為的發生。但是，最近有關歸因的研究提出了一個值得注意的現象：當兩人同時成功，而只有其中一人受到稱讚時，受稱讚者會被評量為具有較低的能力。根據過去在成就情境中的歸因研究發現：當個人做出低能力的歸因時，會降低個人對日後成功的預期，並使他在遭遇困難時容易退縮或放棄嘗試。

本研究使用一次教師發數學考卷給四個故事主角的過程為故事，故事中操弄了考試的難度(困難或容易)、故事主角的考試結果(成功或失敗)及教師的回饋方式(中

性或非中性的回饋) ，請256 名國小五、六年級的學童，一邊閱讀故事，一邊評量能力、努力、運氣及作業難度等四個歸因因素，對造成故事主角此次成功或失敗的重要性，並且評量故事主角平時的數學能力和平時在數學方面的努力。

研究結果發現：成敗結果顯著地影響各個歸因因素的重要性：成功的結果比失敗的結果，易被歸因於是故事主角的能力、努力及運氣。教師的回饋也顯著地影響歸因結果：成功時，受稱讚者的成功較易被認為是努力造成，未受稱讚者的成功則較被歸因是能力所致。此外，未受稱讚者被評為有較高的數學能力。失敗時，未受責備者的失敗較被歸因為努力及運氣。而在一般能力與努力的評量上，未受責備者被評量為平時在數學方面努力較多的人，受責備者則被評量為平時數學能力較高者。在討論中，進一步探討教師回饋對學童的影響，探究作業難度未造成顯著影響的原因，以及提出對後續研究及教師應用的建議。

1.Barker,G.P. ,& Graham,S.(1987). Developmental study of praise and blame as attributional cues.Journal of Educational Psychology, 79 ( 1 ) ,62- 66.
2.Brophy,J.(1981). Teacher praise :A functional analysis. Review of Educational ReseaIch,51,5-32.
3.Crandall,V.C.(1963). Reinforcement effects of adult reactions and nonreactions on children's achievement expectations. Child Development,34,335-354.
4.Dweck,C.S.(1975). The role of expectations "and attributions in the alleviation of learned helplessness. journal of Pelsonality and Social Psychology, 31(4),674-685.
5.Frieze,I . ,& Weiner,B.(1971). Cue utilization and attributional judgments for success and failure.Journal of PeIsonaljty,J9, 591-605.
6.Harvey,J.H. ,& Weary,G.(1984) . Current Issues In attribution theory and research. Annual Review of Psychology,J5,427-459.
7.Heider,F.(1958) . The psychology of interpersonal relations.New York:Wiley.
8.Kelley,H .H.(1973). The processes of causal attribution. American Psychologist,28(2),107-128.
9.Kukla,A.(1972). Foundations of an attributionat theory of performance . Psychological Review 79(6),454-470.
10.Meyer,W-U. ,Bachmann,M. ,Biermann,U. ,Hernpelmann,M., Plbger,F-O. ,& Spiller,H.(1979). The informational value of evaluative behavior: Influences of praise and blame on perceptions of ability.Journal of Educational Psychology, 71(2),259-268.
11.Nicholls,j.G.(1978). The development of the concepts of effort and ability,perception of academic attainment,and the understanding that difficult tasks require more ability. Child Derelopment,19, 800-814.
12.Schunk,D.H . (1983). Ability versus effort attributional feedback:Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75(6),848-856.
13.Sears,D.O.,Freedman,J.L., & Peplau,L.A.(1985).Social psychology (5th ed.).Engiewood Cliff,NJ.
14.Storms,M.D. ,& Nisbett,R.E.(1970). Insomnia and the attribution process. Journal of Personality and Social Psychology,16(2),319-328.
15.Walster,E.(1966). Assignment of responsibility for an accident. Journal of Personality and Social Psychology,3(1),73-79.
16.Weiner,B.(1972). Attribution theory, achievement motivation, and the educational process. Review of Educational Research,f2(2), 203-215.
17.Weiner,B.(1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology,11(l),3-25.
18.Weiner,B.& Kukla,A.(1970) . An attributional analysis of achievement motivation. Journal of Personality and Social Psychology,15(l),1-20.
19.Weiner,B. ,Frieze,I.,Kukla,A. ,Reed,L. ,Rest,S.,& Rosenbaum,R.M.(1971). Perceiving the causes of success and failure. In E.E. Jones, D.E. Kanouse, H.H. Kelley, R.E. Nisbett, S. Val ins, & B. Weiner (Eds.) Attribution: Perceiving the causes of behavior. Morristown,NJ:General Learning Press.
20.Whitley,B.E.Jr.,& Frieze,I.H.(1983). Expectancy confirmation and egotism as determinants of causal attributions:Two meta-analysis.Manuscript submitted for publication.
21.Whitley,B.E.Jr.,& Frieze,I.H.(1985). Children's causal attributions for success and failure in achievement setting: A meta-analysis. Journal of Educational Psychology, 77(5),608-616.