本研究的目的在:1.探討常模參照、努力分數回饋、合作學習、以及合作學習與努力分數回饋混合等四種成績回饋方式對國中生數學科的學習動機、學習策略、學習態度及學業成就的影響是否有差異。 2. 探討成績回饋方式與能力水準對國中生的學習、動機、學習策略、學習態度及學業成就是否有交互作用。 本研究採 3( 低中高數學能力水準 ) x4 (四種回饋方式 ) x2( 前後測階段 ) 三因子重複量數設計進行。受試者為國中二年級學生 336名，受試者分派到不同實驗情境，是以原班級為單位。依變項為自我效能、成敗歸因、學習目標導向等動機變項；學習感受、班級氣氛、教師教學等學習態度變項、學習策略及數學科成就測驗分數。 所蒐集之資料以變異數分析處理。結果發現:(1) 回饋方式與能力水準在學習目標導向與表現目標導向有交互作用存在。(2) 合作學習組比常模參照組及努力回饋組在班級氣氛上較融洽，而常模參照組有逃避學習及將成功歸之運氣的傾向。(3) 高能力學生呈現勝任的動機類型，而低能力學生呈現習得無助的動機類型。文末討論不同成績回饋方式對於促進學習效果的影響。

The purposes of this study were:(1)to examine the effects of four types of feedback, including cooperative learning, effort-score feedback, normative feedback, and the combination of cooperative learning and effort-score feedback, on students’ motivation, learning strategies, math achieve-ment, and responses toward feedback. (2)to examine the interaction effects between math ability levels and types of feedback on students’ motivation, learning strategies, math achievement, and responses toward feedback. A 3(high, middle, and low level of math ability)x4(types of feedback)x2(stages) factorial design was adopted. Three hundred and thirty-six junior high students in intact classes were selected and randomly assigned to four feedback conditions. The dependent variables including goal-orientation, learning strategies, self-efficacy, attribution, self-setting goal, and math achievement were assessed. Three-way ANOVA was employed to analyze the data. The results idicated:(1)that the interaction effects between ability levels and types of feedback were limited, only significant on goal-orientation. (2) that the effects of coopera-tive learning were salient on classroom climate and math achievement. and (3) that low-ability students in each feedback group consistently showed learned helplessness pattern. The educational implications and interventions were also discussed.

常模參照; 努力分數回饋; 合作學習; 學習動機; 學習態度

Normative feedback; Effort score feedback; Cooperative learning; Motivation; Attitude for learning