本研究所針對的並非是家用電玩的內容本身，而針對的是那些家用電玩的熱衷者如何進行打電玩這樣一種行動。因此本研究試圖就打電動此行動本身進行實證性研究。以個人的行動出發，在研究對象上所側重的是那些對電玩投入大量的時間與精力的玩家。對於這些長時間專注於電玩上的人，是否清楚自身行動選擇的意義，在這當中的行動背後的意義為何。 / 但在研究中發現，對於這些遊戲熱衷者而言，當他們投注在當中的時間越來越多時，電玩對他們來說已不再是閒暇時所進行的活動，而是作為他們日常生活中慣習的一部份，成為他們每日的例行事項。另一方面，在這些電玩熱衷者的行動中可以明顯的發現到工具理性式的思維，把電玩當作是可以計算的對象一般不斷的進行計算。可以發現，這樣例行的義務與理性的計算使得這些人在玩電玩時，愈加的脫離了遊戲原本的意義。於是在這種工具理性式的思維背後，所顯現出來的就是在當中的慾望壓抑的過程。而重點在於說，當他們進行遊戲的過程時，這樣的工具理性作為一種手段，就是以慾望壓抑的展現作為他的趨力。

本論文主要從情緒解釋框架效應，由情緒管理理論（Mood management theory）、情緒壓抑效果(Dampening effect)解釋框架效應，並利用問卷驗證兩理論之正確性。情緒管理理論認為:在正向框架下，受試為了保持好心情，選擇能保持好心情的確定選項；在負向框架下，受試為了逃離負向情緒，選擇有機會沒有人損失的風險選項。而情緒壓抑效果則認為:受試會對不確定選項會有一個情緒的壓抑效果，因此在正向框架下，受試對風險選項的正向情緒較低，因此選擇確定選項；負向框架下，受試對風險選項的負向情緒較低，因此選擇風險選項。另外，對於過去文獻中顯現人們對亞洲疾病問題比賭局問題要來的風險追逐的現象，情緒管理理論比情緒壓抑效果更能由情緒的角度提供解釋。情緒管理理論預期受試面對賭局問題比亞洲疾病問題，在正向框架下的正向情緒較高，在負向框架下的負向情緒較低。情緒壓抑效果預期受試在正向框架下，對於確定選項有較高的正向情緒，因此選擇確定選項；面對負向框架，對於不確定選項有較低的負向情緒，因此選擇不確定選項。本文採用問卷的方式，在實驗一與實驗二中，對於上述的理論作檢驗，結果支持情緒管理理論的預測，情緒壓抑效果僅獲得部分支持。本文除了對於過去框架效應的相關文章作一統整外，對於框架效應的發生提供一個情緒解釋基礎，並使用情緒管理理論驗證並支持之。

本研究從台灣學生在國際評量的結果談起，在亮麗成績的背後可以發現儘管學生有極為優異的數學與科學表現，但卻不喜歡學習或對其評價甚低，而且在學習上相當缺乏自信心，學生間的學習落差也持續擴大。在逐步的歸結中本研究排除了謙虛的文化因素使然，而是升學所造成繁重的課業壓力、冗長的在學時間與普遍的課後補習等額外壓抑(surplus-repression)所造成，它們不僅造成學生學習上的異化，更影響了學生的身心健康發展。這些可算是目前我們所須面對的教育困境之一。 技術理性社會(the society of technological rationality)會將升學視為很合算的經濟投資，而國家則將教育視為推動社會與經濟發展的一個關鍵性因素。在這樣的社會中，不僅依最有效率的方式來開發資源，更將人視為極度有待開發的「人力資源」(human resources)。這套企業化、技術化與科學性的語言與思考模式，藉由提升效能與改善生產力來取得群眾的支持與擁護；更將教育人員、知識份子和廣大經濟秩序的價值系統予以銜接。如此應運而生的技術理性教育方式，一方面協助生產並維持現存主宰經濟、政治與文化所需的知識類型，另一方面更進而合理化這套經濟和文化權力分配的模式。 在此境況之下的教育，逐漸淪為一種企業經營，講究的是管理、效益與成本，如將將企業管理的模式移植到教育行政之中，為的是以最高效率來達成既定的政策與目標；所孕育出的開發課程觀，其課程設計與發展所追求的是提升社會效率，使得課程(curricula)的意義不再是有待理解的文本或內容，而是達成既定目標的課程技術；在教學上則不思原有諸多方法的改進，而是將資訊科技視為是提升教學效率的最佳利器，使得教學成為教學工程學，而這些既是教育的困境也是教育的異化。 技術理性能成為思維的主流模式，不僅得力於其能大大提升生產力、改善民眾生活與增加社會財富，進而獲得民眾的認同與取得合法性而已，同時也得力於數學與科學為其合理性的撐腰，對此的瞭解與批判主要應歸功於Marcuse與Husserl的貢獻。此外，作為技術批判先行者的Heidegger，則對算計性思維(calculative thinking)展開追根究柢的哲學性反思，就過度張揚的主體性、對象化的世界、技術成為時代的形上學(metaphysics)也有發人深省與獨到之處。藉由前述等學者的論述，本研究展開嘗試性地探索與追問，希望有助於技術理性框架性教育的鬆解。 關鍵詞：技術理性、額外壓抑、算計性思維、框架的教育 / This study aims to analyze what lies behind Taiwanese students’ brilliant performances on international assessment. Though our students surpass in math and science, they don’t seem to enjoy learning or have enough confidence in their own learning. On the contrary, Taiwanese students show very low interest in learning. The gap between students’ academic performances among one another has been widening. Throughout the process of deduction, this study excludes the Chinese cultural element of being humble. It is believed that surplus-repression, like the heavy study load caused by entrance exams and long school hours coupled with the common phenomenon of going to cram schools after school, leads to diverse results of students’ learning as well as immense influences on both their mental and physical development. These are parts of the educational predicaments we have to face them now. The society of technological rationality considers advanced education as a good investment while the government treats education as a key component to promoting economic development. In this kind of society, the resources are used in the most efficient ways. Human beings, known as human resources, are considered potential resources waiting to be developed. This enterprise and technology driven, and scientifically thinking pattern, has gained support and popularity from the public by improving efficiency and productivity, so as to cast a link among educationalists, intellectuals, and the value system of the tremendous economic order. This generated education of technological rationality, in one way, assists production and maintains the knowledge genre that the present dominant economy, politics, and culture need. On the other hand, the education rationalizes the pattern that the economic and cultural power dominates. Under this circumstance, education has gradually become a managing business; emphasizing on management, benefits, and expense. To implement the enterprise managing pattern into education, administration is to carry out designated policy and reach goals with the best efficiency. What the thus-gestated curricula viewpoints is trying to pursue is the elevation of social efficiency with its curricula arrangement. Hence, curricula would no longer mean context or content waiting to be comprehended, but the strategies to attain appointed objectives. In teaching, the focus would switch to make the most of information technology, thus making it the greatest tool to boost teaching efficiency and to transfer teaching into teaching engineering instead of adopting traditional teaching methods to improve teaching. These’re not only the educational predicaments but also the alienations of education. The reason technological rationality has become the main stream in thinking is because it not only advances productivity excessively, shapes up public life, accumulates public wealth, and earns the public’s identity to get legitimacy, but it wins support for its rationality from math and science. Marcuse and Husserl should be honored for their devotion to figuring it out thoroughly. Nonetheless, Heidegger, the pioneer to conduct technological criticism, has initiated philosophical reflections over calculative thinking to go into whys and wherefores. He has got thought-provoking and unique opinions toward over-exaggerating subjectivity, objectized world, and technology becoming the era’s metaphysics. Based on the statements given by the previous scholars, this thesis is attempting to launch some explorations and queries, in hope of assisting the relief to the enframing education through technological rationality. keywords: technological rationality, surplus-repression, calculative thinking, enframing education

近年來，大型資料庫的建制與分析逐漸成為一種教育研究趨勢，本研究即以PISA 2003資料庫為例，目的是建立影響數學成就的結構方程式模型。在評閱相關文獻後，研究者採用內在動機、工具性動機、數學焦慮、自我概念與數學成就等變項，探討之間的影響關係模型。此外，為使本研究所建立的模型具有模型穩定之證據，因此，將有效樣本隨機分割為建模樣本與驗證樣本，進行最終模型的交叉驗證。 據此，本研究首先使用描述性統計以瞭解香港學生的整體表現傾向，其次，透過探索性因素分析確立研究問卷的信效度，最後，以結構方程式模型建立模型並交叉驗證。資料蒐集對象為香港十五歲之在學學生，有效樣本達4,389位。 依據統計分析結果顯示，內在動機與工具性動機對數學成就沒有直接影響效果，但是內在動機與工具性動機透過數學焦慮及自我概念對數學成就產生間接影響，本研究歸納出七點結論茲分述如下： 1.工具性動機較內在動機更為強烈 2.數學焦慮在動機與數學成就間扮演中介變項之性質 3.自我概念在動機與數學成就間扮演中介角色 4.自我概念在數學焦慮與數學成就間扮演中介角色 5.在內在動機、工具性動機與數學焦慮中，工具性動機扮演負向壓抑變項角色 6.在內在動機、工具性動機與自我概念中，工具性動機扮演負向壓抑變項角色 最後，根據研究結果提出各項建議，以供教學實務上及未來研究參考。 / Recently, establishing and analyzing databases becomes a trend in the field of education research. This study took PISA 2003 database as an example to create a psychometric model of factors that influence mathematics achievement. Based on the literature review, the researcher decided to put influential factors, including intrinsic motivation, instrumental motivation, mathematics anxiety, self-concept, and mathematics achievement into the model. Afterwards, through cross-validation the present study had verified the model stability. In the aspect of statistic analysis, the descriptive static shows HK students’ general learning tendency. Moreover, the exploratory factor analysis confirmed the reliability and validity of the questionnaires. Lastly, the structural equation modeling(SEM) was used to set structural model. The valid samples were 4,389 15-year-old students. According to the results, intrinsic motivation and instrumental motivation had no direct effect on mathematics achievement and had indirect effect through mathematics anxiety and self-concept. The results were summarized as follows: 1.Students had more instrumental motivation than intrinsic one. 2.Mathematics anxiety was a mediator variable between motivations and mathematics achievement. 3.Self-concept was a mediator variable between intrinsic motivations and mathematics achievement. 4.Self-concept was a mediator variable between mathematics anxiety and mathematics achievement. 5.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and mathematics anxiety. 6.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and self-concept. Finally, according to the findings, implications and suggestions for teaching of mathematics and future research were discussed.

在1960年為《理性與革命》寫的序言中，馬庫塞就曾提過所謂的「既定事實的力量」(the authority of established fact)，他認為「這是一種壓迫的力量」。 馬庫塞在其著作當中已多次提及所謂「既定的現實」(the established reality)，所意指的不外乎是身處於先進工業社會中的個體受到既定體制的壓迫(oppression)與制約，換言之，先進工業社會充滿著非解放的因素。 「現今，自由(freedom)與奴役(servitude)的結合變得『理所當然』(“natural”)，它已成為進步的一種手段(a vehicle of progress)。」此一論點馬庫塞在《愛欲與文明》一書中已提出，並在《單向度的人》一書中更充分地開展。 《單向度的人》的主要論點在於整體社會的意識受制於後期資本主義社會的結構，致使人們的思維無法覺醒，「現實即是合理」已經成為社會的正常看法，也就是大多數人皆依循此種模式過生活，而不去變革現狀(the status quo)。因為這一種消費與生產已形成人們的固定思維模式，即單向度的思維，由於人們不再反省現實社會的單向度現象，因此人們無法從單向度的現象中解放出來，大多數人仍處於不自覺的狀態，受到操控，社會中的成員共同架構出壓迫性的思維方式(oppressive mode of thinking)，「人的意識受制於社會的存在」，人心加重現實的趨勢致使「單向度」(one-dimensionality)的態勢逐步成形。

馬庫色 (Herbert Marcuse) 在《愛欲與文明》(Eros and Civilization) 一書中，引用康德 (Immanuel Kant) 《判斷力批判》(Critique of the Power of Judgment) 的第一部分〈審美判斷力批判〉(“Critique of the Aesthetic Power of Judgment”) 所提出之美學概念作為非壓抑性新文明的準繩。不過，馬庫色對美學概念的引用十分簡單扼要，本論文將從解析《愛欲與文明》一書對壓抑性文明的省思，以及闡述康德的美學概念著手，試圖探討美學概念在新型態文明願景中之作用為何、其落實可能性與應用的難處。 本論文除前言與結語，共分四章：第一章為導論；第二章循《愛欲與文明》之理論脈絡，以佛洛伊德 (Sigmund Freud) 的文明觀及馬克思 (Karl Marx) 的異化 (alienation) 概念為理論背景，帶出馬庫色所認為的宰制性文明及其顛覆的可能性；第三章闡述作為理想文明指導原則的康德與席勒 (Friedrich Schiller) 的美學概念；第四章先提要馬庫色所認為的非壓抑性文明，以及新感性 (the new sensibility) 發揮希望與顛覆力量的藝術領域，再行探討康德美學概念與愛欲 (eros) 得以自由抒發的理想生命型態之間的關係，並試圖討論美學概念的應用問題。文末，以結語總結以上研究工作。

大部分情緒調控研究，著重於意圖性(deliberate)調控策略的使用與效果比較(如認知再評估與壓抑)。Bargh, Lee-Chai, Barndollar, Gollwitzer, & Trötschel (2001)透過一系列實驗發現，高階的行為目標，即便在人類覺知外激發，亦能促發人們非意識地產生該目標，並有相關的追求行為。在這樣的理論與實證支持下，Mauss, Cook, & Gross (2007)驗證了情緒調控能以非意識行為進行。Williams, Bargh, Nocera, & Gray (2009)的研究更發現不管是意識或是非意識性地進行情緒調控，都能有效降低心跳改變率。由於目前仍缺乏許多非意識性情緒調控的效果與歷程證據，本研究目的即在藉由事件關聯電位，探討非意識性情緒調控的效果與時間歷程。實驗一透過事件關聯電位，驗證情緒調控能在非意識情況下發生，並發現非意識性壓抑能發生在情緒反應剛產生的300至700毫秒內。實驗二則加入了意識性重新評估與壓抑組參與者，與非意識性重新評估與壓抑組作比較。結果顯示，對參與者而言，(1) 正向情緒為一較容易調控的情緒類別。(2) 使用重新評估調控情緒的效果，仍顯著優於使用壓抑策略。(3) 非意識性情緒調控的結果，也比意識性調控情緒來得較佳。這樣的實驗結果支持了非意識情緒調控的可行性與優點。 / Studies of emotion regulations mostly focused on deliberate control strategies such as cognitive reappraisal and suppression. Bargh and his colleagues conducted a series of experiments and found higher behavioral goals could be primed non-consciously, i.e. outside human awareness (Bargh et al., 2001). Under these assumptions, Mauss, Cook and Gross (2007) verified how emotion regulations be formed through non-conscious behaviors. Williams, Bargh, Nocera, and Gray (2009) also found both conscious and non-conscious reappraisals deduced heart-rate changes. However, it is lack of studies investigating the effects and temporal dynamics of non-conscious emotion regulation. The purpose of this research is to analyze the temporal dynamics and effects of non-conscious emotion regulation processing using event-related potentials. In the first experiment, we verified emotion regulation could be operated under non-conscious way. Also we found non-conscious suppressed goals would be primed and regulated at the beginning of emotional response, i.e., in 300-700ms after the onset of emotion pictures. In the second experiment, we added conscious reappraisal and suppression condition for comparing the non-conscious and conscious regulated effects and time processes. The results showed (1) It was easy for participants to regulate positive emotion. (2) The emotion regulation effect was better with reappraisal strategy than with suppression. (3) Non-conscious emotion regulation would result in better regulated outcomes than conscious emotion regulation. These results supported the practicability and advantages of non-conscious emotion regulation.