HKIER

摘要

教育的成敗與教師及學生的動機有很密切的關係，本文旨在介紹成就動機的一個重要學說──歸因論，並探討其對教育工作的啟示。本文嘗試指出在教師中間普遍存在的歸功別人、歸過自己的自責歸因型態實對教師動機有一定程度危害，故此我們應對教師成就有更公開的認同。本文亦對教育工作者提出一些對學生進行歸因訓練的建議，期望他們在教導學生的過程中能對歸因有更高的警覺。

Abstract

To some extent, the effectiveness of education is determined by the motivation of teachers and pupils. This article aims to introduce an important theory of motivation — the attribution theory, and to delineate its implications for education. Contrary to some researches, the counter-defensive attributional style of making external attribution for success and internal attribution for failure prevailing among teachers is regarded in this article as something detrimental to teachers' motivation. It is suggested to endorse teachers' success more overtly in order to curtail this harmful effect. This article also gives practical suggestions on how to help pupils build up a more desirable attributional style.