本研究以連續性負向對比（successive negative contrast, SNC）動物行為模式進行比較行為所涉及的心理歷程及神經生理系統之探究。實驗首先建立以大白鼠在舔舐不同濃度蔗糖液所引發的連續性負向對比效果之模式，繼而探討飢餓動機在此模式中所扮演的角色，並且以benzodiazepines受體促進劑diazepam進行週邊及中樞注射，期望對此模式之神經行為機制有進一步的發現，並釐清benzodiazepines在當中所扮演的角色。實驗一是為了建立本實驗室大白鼠在舔舐蔗糖液由較高濃度（32﹪）降為較低濃度（4﹪）時產生的連續性負向對比行為的表現，從結果發現剝奪吃食的大白鼠或自由吃食的大白鼠皆有連續性負向對比行為的效果產生，剝奪吃食的大白鼠在減抑負向對比的行為效果比自由吃食的大白鼠還快，而自由吃食的大白鼠在連續性負向對比的行為保持上會持續較久。實驗二是操弄吃食狀態的調換，以檢視大白鼠在負向對比效果表現是否隨飢餓驅力的高低而變化，就結果而言，剝奪吃食改為自由吃食組大白鼠之連續性負向對比行為的產生只發生在蔗糖液濃度變化後的第一、二天，而自由吃食改為剝奪吃食組大白鼠會發生在蔗糖液濃度變化後的四天。實驗三大白鼠進行diazepam腹腔注射，結果發現能有效減抑負向對比效果，但只發生在蔗糖液濃度改變後的第二天。實驗四進行大白鼠腹腔注射diazepam 5 mg/kg以檢視其是否因增加對蔗糖液的喜好因素而減抑了連續性負向對比的效果，結果顯示大白鼠在第一、二天負向對比的效果就不明顯，不過受藥物作用的影響，可以發現舔水次數或舔水量等指標都有增加趨勢，此可解釋為diazepam增加對蔗糖液的喜好得影響。實驗五進行了內側杏仁體及背側海馬體的diazepam微量注射，結果發現蔗糖液濃度改變後第一天，上述兩部位的藥物注射後皆產生負向對比效果，但第二天只有注射內側杏仁體大白鼠減抑了負向對比效果，而背側海馬體大白鼠則繼續保持負向對比效果。綜觀上述結果顯示以舔舐蔗糖液濃度差異所引發連續性負向對比效果所涉及的心理歷程及神經生理系統有其複雜性，benzodiazepines受體促進劑diazepam的藥物測試結果發現會影響此行為模式。 / The present study successive negative contrast (SNC) investigated what psychological processes and neural systems were involved in the comparison behavior. The SNC effect induced by rat’s licking different concentrations of sucrose solution was established and the effect in diazepam (a benzodiazepine agonist) as well as experimental manipulation of food deprivation were observed. In Experiment 1, the SNC effect was induced when the sucrose solution shifted from 32% down to 4%.This effect was observed across the consecutive 4 post-shift days in the free-feeding subjects; however, such effect was gradually diminished in the food-deprived subjects. Experiment 2 manipulated the food deprivation states to study how the hunger drive would affect the SNC. The results revealed that the food-deprived subjects in the pre-shift session show the SNC effect only on the second day of post-shift session with food supplied freely. However, the SNC effects were observed in the consecutive four post-shift days in the subject with free-feeding in the pre-shift session but was then altered into the state of food-deprivation. In Experiment 3, the SNC effect was attenuated by systemic injection of diazepam with the observation of the reduced licking suppression on the second post-shift day. In Experiment 4, with similar manipulation of food supply, diazepam was found to enhance the sucrose licking in addition to its reduction of the SNC effect. The central loci for diazepam to attenuate the SNC effect were investigated in Experiment 5. Although the SNC effect was attenuated by diazepam infused into the medial amygdala or the dorsal hippocampus, the time courses to observe such reduction were different for drug infused into both sites. The study indicates that（a）the SNC effect on licking can be reliably induced by decreasing the sucrose concentration,（b）such effect is attenuated by diazepam via central neural mechanisms. However, further research is needed to determine whether the attenuation of SNC by diazepam is based on the anxiety suppression or appetite enhancement process.

面對此次難民危機的挑戰，歐盟無法團結一致推行共同的難民庇護政策，反而造成各國內鬨爭端；整體而言，歐洲各國的難民庇護政策大致呈現緊縮的態勢，於此，本文試圖進一步探索：什麼因素促使反難民情緒逐漸高漲，進而影響難民庇護政策轉趨緊縮？其中，又有哪些面向對政策轉變具有顯著的效果？本文以德國、法國與奧地利為研究個案，聚焦國內經濟、文化與安全三大面向，試圖理解衝擊人民心理與情緒的社會焦慮，並提供一項更細緻的觀察與解釋。 本文發現，此次難民危機前，焦慮因子早已深埋各國社會之中，人民的經濟不安全感在歐債危機與撙節政策的衝擊下日漸加深，同時各國社會也為日益加劇的種族緊張關係所苦，而此兩項經濟與文化的焦慮因子是生成反難民社會焦慮的關鍵因素。難民危機期間，大批難民湧入衝擊人民的心理與情緒，不僅誘發並催化經濟與文化的焦慮因子，同時也帶來安全上的擔憂與威脅，催化各國的反難民社會焦慮，進而使各國的難民庇護政策轉趨緊縮。 / Faced with the refugee crisis, the EU had not only failed to come up with a common asylum strategy, but been plagued by increasing disputes among its Member States. The asylum policy of individual states had, in general, become more and more restrictive as the refugee crisis intensified. In order to understand the domestic factors contributing to the surge of anti-refugee sentiments, I take Germany, France and Austria as the cases and examine the dynamic developments of anti-refugee sentiments as well as the restriction-oriented asylum policy reforms that followed. The existence of the agents of societal anxiety in European countries predated the refugee crisis. Prior to the European debt crisis, the sense of economic insecurity was already palpable. The implementation of austerity policies greatly enhanced this sense of insecurity. Meanwhile, ethnic tensions or even conflicts were chronic in western European countries. These two agents of societal anxiety turned out to be significant factors in explaining the surge of anti-refugee sentiments. Furthermore, during the crisis, the sudden mass influx of refugees also had an impact on people’s perceptions and sentiments. Not only did it trigger the economic and cultural agents of societal anxiety, but also brought about the perceived security threat as well. Eventually, the anti-refugee sentiments, catalyzed and reinforced by these dynamics, contributed to restrictive asylum policy reforms.

摘 要 本研究主要目的在於： 一、探討成就目標理論最新的發展趨勢。 二、探討考試焦慮在自我調節的學習策略中的內涵意義。 三、探討成就目標、學習策略、考試焦慮三者對學業表現的影響。 四、建構出成就目標、學習策略、考試焦慮、學業表現四者間的因果模式。 五、歸納研究結果，做為老師教學與輔導之參考，並對未來相關研究提出建議。 本研究採問卷調查方式，以多階段叢集抽樣方式進行，分別在全省北中南東四區各抽取3至4個縣市，每個縣市再隨機抽取一個學校，共抽得14個學校，每個學校再隨機抽取國一、國二、國三各一班，共計樣本1332人。調查工具有三，其一為Elliot & McGregor（2001）編製的「成就目標量表」、其二為改編自吳靜吉、程炳林（民81）修訂Pintrich, Smith, & McKeachie（1989）所編的「激勵的學習策略量表」（MSLQ）而成的「學習策略量表」、其三為余民寧（民92）所編製的「考試焦慮量表」。調查所得資料以描述統計、t檢定、單因子變異數分析、多元回歸分析、典型相關分析及結構方程模式SEM加以處理。 本研究得到以下結論： 一、國中生具有多種成就目標，教師需妥善引導。 二、國中生情緒調節能力稍弱，而以男生、高年級、北部學生最差。 三、認知焦慮較情緒焦慮對數學成績的影響力大，女生尤其較男生具有更高的認知焦慮。但是情緒焦慮對一年級的影響較其他年級大。 四、國中一年級學生相對於其他年級有較多的目標導向及較高的情緒焦慮，而在認知焦慮上各年級無差異。 五、在四種成就目標上，都是高焦慮組較高。在學習策略上，高焦慮組在一般認知、資源經營策略上較高，但在情緒調節上則以低焦慮組較高。在數學成績的比較上，低焦慮組較高。 六、對數學成績最具預測效果的因素有四：趨向精熟目標、認知評價過程及資源經營策略、考試焦慮中的認知焦慮。 七、逃避精熟目標、認知焦慮、情緒調節三者關係密切 八、考試焦慮與學習策略間具負向回饋圈特性，可以解釋兩者間無關的事實。 九、成就目標與學習行為的關係模式經修正後可適配，但模式不夠精簡。 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。 關鍵詞：成就目標、學習策略、考試焦慮、情緒調節、結構方程模式 / The Relationship of Achievement Goals and Learning Behaviors Abstract The purpose of the present research is to: 一、discuss the recent development trends of achievement goals theory. 二、discuss the implication of test anxiety in self-regulatory learning strategy. 三、discuss the influence of achievement goals, learning strategies, and test anxiety on academic performance 四、construct the structure equation model (SEM) among achievement goals, learning strategies, test anxiety, and academic performance 五、induce the outcomes of the present research to submit a little suggestion as reference to teaching, guidance, and future related research The present research adopted a questionnaire survey in multiple-staged cluster sampling. First of all, sampling 3~4 cities or counties for each of four regions in Taiwan (including the north, the central, the south, and the east regions of the country). Then one junior high school was sampled for each cities and counties mentioned above. Finally, 14 schools were sampled. For each of those schools, one class of each grade was sampled, yielding a total of 1332 junior high school students. The tools of the present questionnaire survey were three. The first one was “achievement goals inventory” made by Elliot & McGregor (2001). Another one was “motivated strategies for learning questionnaire” (MSLQ) made by Pintrich, Smith, & McKeachie (1989), but the present research use its Chinese version revised by Wu & Cherng (1992). The other was “test anxiety inventory” made by Yu (2003). The raw data collected after the survey was handled with descriptive statistics, t-test, one-way ANOVA, multiple regression analysis, canonic correlation and structure equation model (SEM). The conclusions of the present research are: 一、Junior high school students have multiple achievement goals, so teachers have to guide them carefully. 二、In contrast to the other three learning strategies, junior high school students have weaker emotion regulation strategy, specifically, male, senior, and the north junior high school students were the weakest. 三、Cognitive test anxiety has more influence on math than what the emotionality component does. Females have higher cognitive test anxiety than male, and emotionality component has more influence on juniors than the others. 四、In contrast to the other two grades, juniors have more diverse achievement goals and higher emotionality component, however, there is no difference of cognitive test anxiety among three grades. 五、Regarding the comparison between high and low test anxiety groups, the high one scored higher in multiple achievement goals, and general cognition, resource management of the learning strategies, but scored lower in emotion regulation of the learning strategies and math. 六、The best effect predictors of math scores were mastery-approach achievement goal, and cognitive appraisal process, resource management of the learning strategies, cognitive test anxiety. 七、Mastery-avoidance achievement goal, cognitive test anxiety, and emotion regulation of the learning strategies were closely related. 八、There is a negative feedback loop between test anxiety and learning strategy, which explains the low correlation between test anxiety and learning strategy. 九、SEM for the relationship of achievement goals and learning behaviors can fit the raw data collected well after modification by modification index, but the model is not parsimonious enough. Finally, according to the outcome, the present research submits a little suggestion for future research, and gives some advice for the practice of teaching. Key words: achievement goals, learning strategy, test anxiety, emotion regulation, structure equation model

本研究運用PISA 2003資料庫為例，說明數學焦慮之認知與情意，如何影響學生數學內在動機、自我概念與成就的機制。本研究的研究對象，為香港十五歲學生，並採取整列剔除法（listwise deletion）刪除作答不全的缺失值與極端值，共計取得有效樣本為4,397人，其中男生2,168位，女生2,229位。研究結果顯示：第一、數學焦慮之認知與情意模式獲得驗證；第二、數學焦慮之認知與情意除了直接影響數學成就之外，還能經由數學內在動機與自我概念，對數學成就產生間接影響。 / The purpose of the present study was to assess the influence of mathematics anxiety (including the cognitive and affective dimensions), mathematics intrinsic motivation, and mathematics self-concept on mathematics achievement. Participants were 4,397 9th-grade students from Hong Kong who attended PISA 2003 study. The results of confirmatory factor analyses supported the theoretical distinction between cognitive and affective dimensions of mathematics anxiety. The analysis of structural equation modeling confirmed that the cognitive and affective dimensions of mathematics anxiety can predict mathematics achievement through the mediating effect of mathematics intrinsic motivation and mathematics self-concept.

本研究以理學院大學數學學科能力測驗成績在7級分以上的女大學生49名作為研究對象，操弄兩種刻板印象：『女性的數學較差』與『理學院的學生數學能力較好』，結合『刻板印象威脅』與『刻板印象提升』的概念，探討一個同時具有正負向刻板印象的當事人，當被激發不同所屬團體認同（性別/科目），對於受試者工作表現、工作選擇與自我能力評估的影響，並驗證考試焦慮與工作記憶容量作為刻板印象效果的中介變項之可能性。 本研究為單因子設計，獨變項『不同認同團體激發』有三組：性別認同組、理學院認同組、控制組。依變項則有8項指標：工作記憶容量測驗分數、數學測驗分數、考試焦慮量表分數、考試焦慮生理測量、數學測驗選擇難度、數學測驗難度評估、自我評估數學能力、刻板印象相信程度。 研究結果發現，當受試者被激發理學院認同時，他們的確會受到刻板印象提升效果的影響，造成工作記憶容量上升，但當受試者被激發性別認同時，他們在工作記憶容量測驗上的表現和控制組的受試者並沒有差異，亦即，刻板印象威脅效果沒有顯現。而接受到不同認同團體激發的受試者，儘管在自陳式考試焦慮量表上並沒有顯現出差異，然而在脈搏測量上則顯現出組間差異。 另外，在『測驗難度選擇』方面，本研究發現理學院認同組的受試者較其他組受試者會選擇較困難的作業。然而，在『數學能力測驗難度評估』、『對自己能力的評估』、『刻板印象的相信程度』這三方面，不同組的受試者則沒有顯現出差異。而本研究所提出的刻板印象效果之中介機制，並未在本實驗中得到支持。最後，研究者除了對上述結果進行討論之外，亦提出本研究的限制以及對未來研究的建議。

本研究之目的在探討「電腦自我效能」、「電腦經驗」及 「他人支持」三者與「電腦態度」及「電腦焦慮」之關係，並探究「電腦經驗多寡」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「電腦經驗品質」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「他人支持」是否會調節「電腦自我效能」對於「電腦態度」與「電腦焦慮」的關係。 本研究採取問卷調查的方式進行，以304名台北縣立及台北市立國民小學合格教師為研究對象。根據階層迴歸分析結果顯示：「電腦經驗多寡」是會透過「電腦自我效能」此一中介變項（mediatorvariable），影響「電腦態度」及「電腦焦慮」，研究的假設獲得支持，但「電腦經驗品質」則無中介效果；此外，「他人支持」並非是 「電腦自我效能」與「電腦態度」、「電腦焦慮」之關係的調節變項（moderatorvariable）。 本文最後針對所有研究結果進行整合性討論 ，並根據研究所得結果，提出可能的限制、未來研究方向的建議，以及學術、實務上之應用。 關鍵字：電腦態度、電腦焦慮、電腦自我效能、電腦經驗、他人支持 / This study was designed to investigate: (1) the mediating effects of computer self-efficacy on the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety; and (2) the mediating effects of computer self-efficacy on the relationship between the quality of computer experience and computer attitude, and the relationship between the quality of computer experience and computer anxiety; and (3) the moderating effects of others'support on the relationship between computer self-efficacy and computer attitude, and the relationship between computer self-efficacy and computer anxiety. Subjects were 304 elementary school teachers from Taipei County and Taipei City. According to hierarchical regression analysis, the results provided support for the hypothesis that computer self-efficacy mediated the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety. However, computer self-efficacy neither mediated the relationship between the quality of computer experience and computer attitude, nor the relationship between the quality of computer experience and computer anxiety. Furthermore, others'support neither moderated the relationship between computer self-efficacy and computer attitude, nor the relationship between computer self-efficacy and computer anxiety. The implications, limitations, further research directions, and applications in management are discussed at the end. Keyword: computer attitude, computer anxiety, computer experience, computer self-efficacy, others'support

自我設限是指人們因為害怕失敗帶來傷害，或想要在成功時更顯得自己特別優異的方法。本研究主要探討不同類型自尊者使用不同自我設限行為的狀況。受試者接收數學能力的正向評價回饋後，即接受壓力或練習效果對測驗表現是否有影響的操弄指導語，在4組(策略暗示：宣稱、行為、宣稱與行為，控制組)實驗設計中，研究者測量所有受試者的宣稱策略使用程度、練習時間與練習題數，研究進行中亦錄影其非口語焦慮行為。研究結果有六大發現：(1)內隱自尊與外顯自尊無關，表示它們是不同的構念；(2)情境對宣稱式自我設限有主要效果：接受宣稱式自我設限會影響表現訊息的人，他們的宣稱策略使用程度明顯比無接受訊息者來得高；(3)外顯自尊與情境對行為式自我設限有交互作用效果：當暗示其練習效果會影響表現時，高外顯自尊者比低外顯自尊者有較少的練習行為，會比較容易有行為式自我設限的表現出現；(4)內隱自尊對宣稱式自我設限亦有主要效果：低內隱自尊者比高內隱自者會比較傾向使用宣稱性自我設限，容易表達出他注意力不集中、有壓力等口語訊息；(5)外顯與內隱自尊對宣稱式自我設限有交互作用效果：高外顯/低內隱自尊者(威脅性自尊者)比高外顯/高內隱自尊者（安全性自尊者）容易使用宣稱式的自我設限策略；(6) 外顯與內隱自尊對非口語焦慮行為頻率有交互作用效果：高外顯/低內隱自尊者(威脅性自尊者)比高外顯/高內隱自尊者(安全性自尊者)表現出更多的不安、緊張等臉部與行為的表情。研究中亦嘗試討論情境、內隱自尊、外顯自尊對宣稱式自我設限的三因子交互作用，與兩類自尊各自在不同情境中的主要效果。

應徵者處於甄選面談的情境或多或少都會經驗到一定程度的焦慮，過去研究指出焦慮的確會對應徵者行為表現，以及面試官評價產生影響，本研究回顧文獻證據提出焦慮情緒狀態或許應視為造成面試官評價偏誤的來源之一；由情感事件理論的觀點，探討「氣氛營造」與「溫暖行為」能否降低應徵者焦慮情緒狀態對於應徵者行為的影響；以及探討面試官的「面談經驗」和「歸因傾向」對於應徵者行為和面試官評價的調節效果。本研究採取模擬面談法（mock interview），邀請一年內即將謀職的應徵者，以及具面談經驗的業界人士擔任面試官，進行一對一的甄選面談，蒐集應徵者和面試官雙方的配對資料，共計94筆。統計分析結果顯示「面談焦慮情緒狀態」對於「面試官評價」的影響，係完全透過應徵者「焦慮行為」所中介。並未如預期發現面試官「溫暖行為」與「氣氛營造」等行為，削弱應徵者焦慮情緒對其行為的影響，以及「面談經驗」和「歸因傾向」等面試官個人特性調節焦慮行為與面試官評價的負向關係。本研究分別針對應徵者和面試官雙方提出實務建議，以及提出未來可能的研究方向。 / Prior studies found that applicants’ anxious state influence applicants’ behaviors and in turn interviewer evaluations. The present study argues that anxiety may be one of transient errors biasing interviewer evaluations. Taking interpersonal skills and trait anxiety specific to employment interview into account, this study examines the relationship among anxious emotional state, applicants’ behaviors, and interviewer evaluation. Based upon affective event theory as overarching framework, I propose that rapport building and warm behavior of interviewers as affective events may generate applicants’ positive emotion mitigates the negative influence of anxiety state on applicants’ behavior. In addition, prior studies suggested that interview experience and attribution preferences influence information processes of interviewers. These interviewers’ characteristics may minimize the negative impact of applicants’ anxious behavior on interviewer evaluation. Mock interview with 94 perspective applicants at the time in pursuing jobs and 37 EMBA students as interviewer were recruited from 9 universities. Results of regression analyses showed that applicants’ anxious behavior mediate the relationship between anxiety state and interviewer evaluation. However, the moderating effects of rapport building and warm behavior on the relationship between interviewees’ anxiety state and behaviors did not receive support. The effects of applicants’ anxious behaviors on interviewer evaluation do not vary as function of interview experience and attribution preference. Discussions and future suggestions were provided.

本研究旨在瞭解台灣地區大學生社會焦慮的現況，並探討影響社會焦慮的相關因素；其次，探討社會焦慮對溝通行為造成之影響;最後，再探討影響溝通行為之相關因素。 本研究取樣對象為台灣地區公私立大學院校學生，有效樣本共計572人(男生274人，女生298人)。所採用的研究工具包括「互動焦慮量表」、「外表知覺量表」、「依附風格量表」、「目標導向量表」、「間接談話風格量表」和「溝通滿意度量表」六種。研究中所使用的統計方法包括皮爾森積差相關、單因子多變量變異數分析和典型相關。 本研究的主要結果如下： 一．社會焦慮的現況方面： 大學生的社會焦慮接近中等程度，大學生表示在一般社會互動情境中最容易感到害羞、不自在；其次，與權威人物互動時會感到相當程度的焦慮;而在陌生情境則會感到有點焦慮。 二．性別、依附風格、外表知覺及目標導向與社會焦慮之關係： (一)男生的陌生情境焦慮顯著高於女生;女生則比男生更容易在社會情境中感到緊張、不自在。 (二)逃避型與焦慮矛盾型的大學生顯著比安全型的大學生更容易感到社會焦慮。 (三)大學生外表知覺中的「性感魅力」、「外表自評」與社會焦慮之負相關最高。 (四)大學生目標導向中的「成長取向」、「証明取向」與社會焦慮中的「緊張彆扭」之負相關最高。 　三．社會焦慮與間接談話風格、溝通滿意度之關係： (一)大學生的社會焦慮與間接談話風格之關係：「緊張彆扭」與「間接詮釋」之負相關最高；而「權威人物焦慮」、「陌生情境焦慮」與「間接表達」之間呈正相關。 (二)大學生的社會焦慮與溝通滿意度有顯著的負相關，其中「陌生情境焦慮」、「緊張彆扭」與「對談話整體性的滿意反應」之負相關最高。 四．性別、依附風格、外表知覺及目標導向與間接談話風格、溝通滿意度之關係： (一)性別在溝通行為上之差異：男生顯著地比女生更常使用間接談話風格；而女生的溝通滿意度顯著高於男生。 (二)依附風格在溝通行為上之差異：逃避型與焦慮矛盾型顯著地比安全型的大學生更常用間接的方式來表達；其溝通滿意度也顯著低於安全型的大學生。 (三)外表知覺與溝通行為之關係：「外表對人際之影響」、「外表對事業之影響」與間接談話風格呈顯著的正相關；「外表自評」、「性感魅力」、「重視外表」與「對談話整體性的滿意反應」之正相關最高。 (四)目標導向與溝通行為之關係：「証明取向」、「成長取向」與「間接詮釋」之正相關最高；「成長取向」、「証明取向」與「對談話整體性的滿意反應」、「自由互動」之正相關最高。 　五．大學生的依附風格、外表知覺及目標導向與社會焦慮、間接談話風格、溝通滿意度之間共可抽出四組顯著的典型相關。 本研究根據上述結果加以討論，並提出若干建議以供未來研究及教育與輔導工作之參考。 / The first purpose of this study was to assess the degree of social anxiety of college students in Taiwan. The second purpose was to investigate how gender, attachment style, physical attractiveness and goal orientation approach related to social anxiety. The third purpose was to study how social anxiety influences style of language use and communication satisfaction. The Chinese versions of the Interaction and Social Anxiousness Scale (Leary, 1983), Attachment Scale (Mikulincer, 1990), Goal Orientation Inventory (Dykman, 1998), Physical Attractiveness Inventory (Wu & Liu, 1994), Conversational Indirectness Scale (Holtgraves, 1997), and Interpersonal Communication Satisfaction Inventory (Hecht, 1978) were administered to 572 college students from 13 universities in Taiwan. The results supported most hypotheses. College students’ social anxiety was of moderate degree, but significantly higher than the American samples reported in Leary’s study (1983). There was no difference between males and females on overall social anxiety; however, males were more anxious in meeting strangers and females felt more uncomfortable in social situation. In comparison with secure students, both avoidant and anxious-ambivalent students were significantly more socially anxious. The more students perceived themselves to be physically unattractive, the more socially anxious they felt. Both growth-seeking and validation-seeking goal orientation approaches were negatively correlated with social anxiety. The study also found that social anxiety was positively and significantly correlated with indirectness of conversation, but negatively and significantly correlated with interpersonal communication satisfaction.

為瞭解國民中小學學生學習電腦相關行為及現況,本研究以台北市國民中學三年級學生1251人及國小六年級學生1201人為研究對象,經運用電腦經驗調查表.認知需求量表.數學焦慮量表.電腦態度量表及電腦素養測驗卷等研究工具,獲得所需的資料,再以chi-square考驗.皮爾遜積差相關. t-test.典型相關.多元(逐步)迴歸及因徑分析等方法進行統計分析,結果 有以下幾點發現: 一. 國民中小學學生電腦經驗.電腦資源.電腦態度與電腦素養現況方面 1. 國中與國小學生之電腦經驗有顯著的差異存在. 2. 國中與國小學生之電腦資源部份有顯著的差異. 3. 國中與國小男女學生之電腦經驗部份有顯著的差異存在. 4. 國中與國小男女學生之電腦資源部份有顯著的差異存在. 5. 國中學生與國小學生在電腦焦慮與電腦有用性兩電腦態度上有顯著差異. 6. 國民中小學男學生之電腦態度(焦慮與自信)顯著較女生好. 7. 國中學生之電腦素養(軟硬體.應用與影響.操作.倫理)顯著較國中學生佳. 8. 國民中小學男學生之電腦素養(軟硬體.應用與影響.操作)顯著較女生佳. 二. 影響國中小學生電腦態度方面 1. 電腦經驗與國中小學生之電腦態度有顯著之正相關. 2. 電腦資源與國中小學生之電腦態度有顯著之正相關. 3.認知需求與國中小學生之電腦態度有顯著之正相關. 4. 數學焦慮與國中小學生之電腦態度有顯著之相關. 5. 數學成就與國中小學生之電腦態度有顯著之正相關. 6. 認知需求.每星期使用電腦的時間.每星期閱讀電腦書籍及雜誌的.家中電腦週邊設備的情形.自己或與他人共同使用電腦以及是否有電腦學前經驗等六個變項對國中小學生之電腦態度有顯著的預測效果,預測解釋力為32%. 三. 影響國中小學生電腦素養方面 1. 電腦經驗與國中小學生之電腦素養有顯著之正相關. 2. 電腦資源與國中小學生之電腦素養有顯著之正相關. 3. 認知需求與國中小學生之電腦素養有顯著之正相關. 4. 數學焦慮與國中小學生之電腦素養有顯著之相關. 5. 數學成就與國中小學生之電腦素養有顯著之正相關. 6. 每星期閱讀電腦書籍及雜誌的時間.家中電腦週邊設備的情形.自己或與他人共同使用電腦.電腦焦慮.電腦自信以及電腦喜歡等六個變項對國中小學生之電腦素養有顯著的預測效果,預測解釋力約為52%.四.整合模式分析方面1. 國中學生之電腦經驗與電腦資源對其電腦素養之影響,主要是來自直接效果的影響(經驗:57.32%;資源:73.31%), 而認知需求對電腦素養之影響主要是透過電腦態度間接效果的影響(89.06%).2. 電腦經驗與電腦資源對國小學生電腦素養之影響, 來自間接效果的影響約佔(經驗: 67.55%;資源:52.32%),認知需求對國小電腦素養的影響主要是透過電腦態度的間接效果,佔61.29%. With the expansion of computer technology, it is important to prepare individuals for success in our increasingly computerized society. Therefore,factors that impact decisions regarding attitude and literacy of computer should be expored. Several factors should be considered: (1) individual characteristics, (2) computer experience, (3) computer resource, (4) cognitiveneed, (5) mathematics anxiety, and (6) mathematics achievement. The purposes of this study were : (1) To find out the situation of information education in junior secondaryand primary school at present; (2) To find out the situation of the computer attitude and literacy in junior secondary and primary school students at present; (3) To examine the relationship and effects toward computer attitudes and literacy of many factors. 1251 junior secondary and 1201 primary school students were measured by (1)individual characteristics and computer experience questionnare, (2) Cognitive Need Scale , (3) Mathematics Anxiety Scale , (4) Computer Attitude Scale, and(5) Computer Literacy Test. The mainly statistical methods are chi-square, pearson product moment correlation, t-test, canonical correlation analysis, multiple(stepwise) regression analysis and path analysis. The results of the analysis of data indicated the following : (1) There were significant sex and school level differences of attitude and literacy toward computer. Boys were better than girls. Primary school students were better than junior secondary school; (2) There were significant correlations between computer experience, computer resource, cognitive need, mathematics anxiety, mathematics achievement, and computer attitude; (3) There were significant correlations between computer experience, computer resource, cognitive need, mathematics anxiety, mathematics achievement, and computer literacy; (4) Computer experience, computer resourse, cognitive need and computer attitude were significant predictors for computer literacy. Computer attitude was the best significant predictor. Recommendations were made for information education , school , family,educational organization and future additional research , to improve the attitude and literacy toward computer of junior secondary and primary school students.