楊文金2014-10-272014-10-271996-12-??http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/9246「比較」是一個非常普遍的現象，每一個人都有許多「社會比較」的經驗。但「比較」究竟有何重要性？「社會比較」是怎樣發生的？又，「社會比較」的結果對個體是否有特殊的意義呢？本文旨在探討上述幾個議題。 比較的重要性可從其於培根與穆勒的歸納法、認知基模與社會基模理論中所扮演的角色而得到確定。進者，從Festinger的社會比較理論可知，社會比較發生的基本過程，而這種過程本質上與方法論中的比較是不同的。社會比較具有雙重的功能:自我評鑑與自我促進。再者，社會比較將導致競爭的動力，這種動力的大小與方向是社會比較結果的函數。 根據所分析之社會比較及其所產生之競爭動力間的關係，本文最後對科學學習的動機等主題分別予以討論。Although 'comparision' is a pervasive phenomenon both in everyday life and academic activities, is there any significant role played by it? how does it occur? and whether the results of ' comparision' has anything to do with the subsequent actions of the individual who makes the 'comparision'? The aim of the present paper is to explore these issues mentioned above. 'Comparision' ptays a critical role in inductive methods, cognitive' schema theory and social schema theory, which could be identified easily as a method of acquiring knowledge. And the roles and processes of 'social comparision' are quite different from ' comparision'. 'Social comparision' serves dual functions: self evaluation and self enhancement. In addition, 'social comparision' will induce competition, and the dsmamics of competition depends on the result of it. Accordingto the above theoretical analyses, implications of the motivations of learning science are discussed.社會比較學習動機競爭動力Social comparisionLearning motivationCompetition dynamics