本研究旨在探討不同的目標設定與回饋對高/低網路任務執行效率的使用者網路任務執行之影響。研究對象為2675名國小各級學校教職員。研究變項包含目標設定、回饋與網路任務執行效率。目標設定依照目標漸進性分為整體性目標與階段性目標，回饋依照回饋內容不同分為表現目標導向回饋與精熟目標導向回饋，網路任務執行效率依照花費任務天數，前25%為高網路任務執行效率使用者，後25%為低網路任務執行效率使用者。
研究結果發現：(1)無論給予使用者何種目標設定和回饋均會增加使用者的網路焦慮；(2)使用者對目標設定與回饋皆持正面的看法；(3)整體性目標設定有助於高網路任務執行效率之使用者者獲得較佳的態度；(4)回饋對使用者態度影響不明顯。

The purpose of this study was to examine the effects on goal setting and feedback with Internet users who have high/low efficiency on the Internet task execution. The participants in this study were composed of 2,675 school faculty. The variables included goal setting, feedback and efficiency of Internet task execution. According to goal proximity, goal setting could be divided into long-term goals and proximity goals. Feedback could be divided into performance-orientated feedback and mastery-orientated feedback based on the different content of feedback. As for the efficiency on the Internet task execution, the top 25% users were classified as high efficiency, while the bottom 25% users were classified as low efficiency based on the days expending on execution.
The results showed that (1) regardless of the kind of goal and feedback, the users’ Internet anxiety increased; (2) the users had positive attitude toward both goal setting and feedback; (3) long-term goal setting made high-efficient Internet task execution user’s attitudes become positive; (4) the effect of feedback on user’s attitude was unobvious.

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