根據上述結果，本研究建議若組織欲增加成員學習知識動機，應以增加組織成員感知自主性以及感知勝任感為主要方式，使其有自發性的內在動機學習，若缺乏內在動機，則建議可採用獎賞機制以鼓勵成員學習，但必須仔細評估且平衡不同獎賞方式對於上述兩種心理需求的影響，因此不同獎賞方式的拿捏與使用極為重要，若組織決定採用獎賞機制，績效型伴隨獎賞為較佳的獎賞方式。 ;Today is at an era of information explosion. People use information technologies to learn many things by their selves. This study notices the trend and decides to find out the relationships of reward, learning time and learning achievement. In addition, the study explores whether the different ways of reward can effectively influence two basic psychological needs--perceived autonomy and perceived competence.
Quasi-experimental research method is employed in this study. Valid data were collected from 72 students. Several major findings of this study include: 1.Comparing with the reward weeks, participants in the no reward weeks demonstrate higher perceived autonomy. 2.Comparing with the no reward weeks, participants in the reward weeks demonstrate higher perceived competence. 3.Comparing with the no reward weeks, participants in the reward weeks demonstrate higher learning time. 4.Comparing with the no reward weeks, participants in the reward weeks demonstrate higher learning achievement. 5.Comparing with the task-contingent reward week, participants in the performance-contingent reward week demonstrate higher learning achievement. 6.Learning time of participants significantly predict learning achievement of participants.
In order to promote knowledge learning atmosphere in organizations, managers can enhance employees’ perceived autonomy as well as their perceived competence. In addition, reward is an effective mechanism for enhancing employees’ knowledge learning intention. However, the results show that although rewards can improve the perceived competence, it will weaken the perceived autonomy. So, it is crucial to find the balancing point before adopting reward strategy. Comparing with task-contingent reward, performance-contingent reward mechanism can better serve organization on achieving its goal.