本研究之主要目的係探討建置意向者在長期型或間隔型任務中是否有助於任務達成。
研究者以新竹市某國小五、六年級學生，共659人為受試對象，配合該校電腦科課程，設計一電腦使用情形調查任務。各組受試者均須填寫「電腦使用時段與用途調查表」，並以各組調查表的回收份數作為表現依據，使用卡方考驗進行組間比較。
結果發現：（1）女生在低、高程度建置意向組的堅持型任務表現均較無建置意向組要好，男生則只在高程度建置意向組的表現較無建置意向組來得好。（2）在堅持七天型任務中，建置意向組表現優於無建置意向組，但在堅持十四天型任務中則無差異。（3）在間隔七天型任務中，有無建置意向組表現無顯著差異；而在間隔十四天型任務中，建置意向組表現優於無建置意向組。（4）整體而言，不論在堅持型或間隔型任務中，建置意向與任務表現之間存在顯著正向關係，即建置意向愈高者，任務表現愈佳。
最後，研究者針對本研究提的結果出討論與建議，以提供未來研究者及教育工作者參考。

The Effect of Implementation Intention on Tasks Performance among the Higher Graders of an Elementary School

Abstract
The main purposes of this study were to explore the effect of implementation intentions on chronic and time-gapped tasks.
There were 659 subjects from higher grades in an elementary school of Hsinchu City. Subjects’ goal was to record what they do with computer in everyday life. The obtained data were analyzed by assessing the rate of goal completion with Chi square test.
Findings of this study were as follows: (1) On 2-day chronic task, females benefited from forming higher and lower implementation intentions, but males benefited only from forming higher implementation intention. (2) Subjects benefited from forming implementation intentions with respect to 7-day but not to 14-day chronic tasks. (3) Subjects benefited from forming implementation intentions with respect to 14-day but not to 7-day time-gapped tasks. (4) By all accounts, not only on chronic but also time-gapped tasks, task performances have positive relationship with implementation intentions.
According to the conclusion, suggestions for further studies and educators were also addressed.

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