本研究主要在探討網路合作學習歷程中，團體動機信念之團體歸因、團體效能之彼此關係，以及團體動機信念在合作學習行為及團體表現上所扮演之角色。本研究並將探測合作學習行為中所運用之認知層次與團體努力程度對團體表現之預測力。
本研究以119位（共40組）私立科技大學學生為研究對象，並以「智慧型網路合作學習系統」進行網路團體作業討論。本研究乃質與量的研究方法並進。在質化方面，採內容分析法，用以分析學生在團體討論過程中所運用之認知層次；在量化方面，則採問卷調查法，用以瞭解學生之團體歸因、團體效能及團體努力程度。
本研究結果顯示：(1)利用集群分析，知覺表現理想者之「低度思考歸因群」中歸因於「團體」高於歸因「其他組員」；(2)利用集群分析，知覺表現不理想者之「低度思考歸因群」中歸因於「自己」高於歸因於「團體」、「其他組員」；(3)利用集群分析，知覺表現不理想者之「低度思考歸因、高度團體效能及高度團體努力程度群」較傾向歸因於內在因素中的「自己」，且其團體效能與團體努力程度較高；(4)不同之團體效能者，其團體表現無顯著差異；(5)團體效能對團體努力程度具有預測力；(6)不同之團體效能者，其團體使用之認知層次無顯著差異；(7)團體努力程度與理解、應用認知層次之運用具有相關；(8)團體努力程度對團體表現具有預測力；(9)團體討論過程中，有運用到應用認知層次者，較無運用到應用認知層次者，其團體表現較佳。最後，本研究根據研究結果進行討論，並對教師教學與後續研究之提出相關建議。

The purpose of this study was to investigate the relationship between group attribution and collective efficacy, as well as the role of group motivational beliefs, such as group attribution and collective efficacy on collaborative learning behaviors and performance in computer-supported collaborative learning environment. This study also attempted to examine the predictive capability of cognitive skills and collective effort on group performance.
A total of 119 students (40 groups) from a private college were participated in the group discussion through “intelligent collaborative learning system”. This study used both quantitative and qualitative methods for data analysis. The content analysis was used to analyze the cognitive skills applied in group discussion, while questionnaires were used to measure students’ group attribution, collective efficacy and collective effort.
The results of the study were summarized below:
(1) For the students perceiving their performance as successful, the cluster analysis revealed that students in the “low-responsive attribution” cluster were more likely to attribute their performance to “group-internal” than “group-other”.
(2) For the students perceiving their performance as unsuccessful, the results indicated students in the “low-responsive attribution” cluster were more likely to attribute their performance to “member-internal” than “group-internal” or “group-other”.
(3) For the students perceiving their performance as unsuccessful, students in the “low-responsive attribution, high collective-efficacy, high collective-effort” cluster were more inclined to attribute their performance to “member-internal”, and also have higher collective efficacy as well as collective effort.
(4) No significant difference in group performance between high collective efficacy students and low collective efficacy students.
(5) Collective efficacy significantly predicted collective effort.
(6) No difference in the use of cognitive skills between high collective efficacy students and low collective efficacy students.
(7) Collective effort is related to the use of “comprehension” and “application” cognitive skills.
(8) Collective effort significantly predicted group performance.
(9) Students who use the “application” cognitive skills in group discussion performed better than those who did not.
Finally, according to the results of this study, implications and suggestions for teaching and future research were provided.

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