本研究目的係探討網路學習環境中，高職生的動機信念(內在動機、綜效性外在動機、非綜效性外在動機)對學習行為(求助、協助行為)與創意表現之影響，以及探討學生接受不同層次的協助在內、外在動機與創意表現所扮演之角色。
本研究以76位修習建築工程實習的學生為研究對象，並以「智慧型線上合作學習平台」進行求助與協助，以完成老師所指定的個人作業。本研究乃質與量的研究方法並進。在質化方面，採用內容分析法，用以分析學生在求助與協助過程中所運用之行為層次；在量化方面，則使用問卷調查法，用以瞭解學生之內在動機、綜效性外在動機及非綜效性外在動機程度。
本研究結果顯示：(1)動機對求助行為之影響:內在動機、綜效性外在動機、非綜效性外在動機與求助行為無顯著相關；(2)動機對協助行為之影響:內在動機較高者，能引發較多的協助行為，而綜效性外在動機、非綜效性外在動機與協助行為則無顯著相關；(3)動機對創意表現之影響:內在動機、綜效性外在動機對創意表現的獨創力具有預測力；非綜效性外在動機對創意表現的獨創力並無顯著預測力；(4)求助對創意表現之影響:有較佳創意表現的學生，會有較多的求助行為；(5)協助對創意表現之影響: 使用精緻性的協助行為者，對創意表現具有預測力；(6)接受不同層次的協助對動機之影響:接受他人的協助後，對學生的綜效性外在動機、非綜效性外在動機無顯著相關；(7)接受不同層次的協助對創意表現之影響:接受到他人給予正確答案的協助者，其創意表現較差。最後，本研究根據研究結果進行討論，並對教師教學與未來研究之提出相關建議。

關鍵字：網路學習、內在動機、綜效性外在動機、非綜效性外在動機、求助行為、協助行為、創意表現

The purpose of this study is to investigate the role of senior high school students’ motivational beliefs (intrinsic motivation, synergistic extrinsic motivation, and non-synergistic extrinsic motivation) and learning behavior (help-seeking and helping-behavior) in creative performance in a web-based learning environment, as well as the role of receieving help in intrinsic motivation, extrinsic motivation and creative performance.
76 students who enrolled in the course of “Architectural Engineering Practice” participated in this study. These students used the “Intelligent Cooperative Learning System” to seek and provide help in order to complete their assignment. Both quantitative and qualitative methods were applied for data analysis. The content analysis was used to analyze the quality of students’ help-seeking and helping behavior, while some quantative methods were used to analyze the reliability of the questionnaires of intrinsic motivation, synergistic extrinsic motivation, and non-synergistic extrinsic motivation.
The results of the study were showed below:
(1)For the role of motivational beliefs in help-seeking behavior: intrinsic motivation, synergistic extrinsic motivation, and non-synergistic extrinsic motivation did not predict help-seeking behavior.
(2)For the role of motivational beliefs in helping behavior: the students who had higher intrinsic motivation and thus had more helping-behavior; however, synergistic extrinsic motivation and non-synergistic extrinsic motivation did not predict helping behavior.
(3)For the role of motivational beliefs in creative performance: intrinsic motivation, synergistic extrinsic motivation significantly predicted creative performance originality. However, non-synergistic extrinsic motivation did not predict creative performance originality.
(4)For the role of help-seeking in creative performance: the students who had higher creative performance and thus had more help-seeking.
(5) For the role of helping behavior in creative performance: elaborated help significantly predicated creative performance.
(6) For the role of receiving diffevent level of help in motivational beliefs: the students who received higher quality of help did not increase their synergistic extrinsic motivation, and non-synergistic extrinsic motivation.
(7) For the role of receiving diffevent level of help in creative performance: the students who received correct answer from peers had lower creative performance.
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Finally, implications and suggestions for creative teaching and future research are provided.

Keywords: web-based learning, intrinsic motivation, synergistic extrinsic motivation, non-synergistic extrinsic motivation, help-seeking, helping behavior, creative performance

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