本研究目的在探討學童數學考試失敗歸因在父母親口語與情緒回饋下人際間歸因的互 動影響。以臺灣190名國小5、6年級學生(男101人，女89人)，採隨機分派成5組，分別進行 情境劇影片的實驗處理(能力、努力、策略3種口語回饋，以及生氣、同情2種情緒反應)，最 後再進行學童個人與人際知覺的歸因型態個別訪談，並將資料進行編碼與卡方考驗分析。結 果顯示：五種實驗處理後學童的社會知覺普遍產生傾向努力與生氣的偏誤，後續學童自我歸 因主要受到自己所知覺父母的歸因型態所影響，而且多數傾向努力歸因，並對未來設定較高 目標。結論有三：(1)強調努力的文化價值深植臺灣學童的信念中，而人際間歸因互動受到學 童主觀的知覺影響；(2)人際間歸因理論僅努力與生氣獲驗證，能力歸因與同情反應正確知覺 低；(3)不同自我歸因類型均展現未來高目標設定。

This research adapted interpersonal attribution theory to investigate whether children’s perceived parents’ attribution style impacted on math achievement motivation. The research design was quasiexperimental with pre- and post- test. The participants were 109 Grade 5-6 students divided randomly into 5 experimental groups. A scenario simulation method was adopted, using five films about parents’ verbal feedback (lack of ability, effort and strategy) and emotion responses (anger and compassion). After treatment, a one-on-one structured interview about children’s personal and interpersonal perception of attribution style was used to collect status data. The data was analyzed using a chi-square test. The results showed that Taiwanese children’s attribution bias was mostly linked to lack of effort, and associated with personal belief and their perceptions of parents’ reactions. The conclusions were that moral meaning of effort was deeply embedded in children’s beliefs, and that interpersonal attribution was still impacted by children’s subjective perceptions. Interpersonal attribution theory was partly verified. Taiwanese children attributed parents’ anger to lack of effort, and perceived incorrectly parents’ sympathy to anger but not to lack of ability.