本研究的目的，主要是在探討心情與自我覺察對助人意向和助人行為的影響。本研究以國立台灣師範大學學生為對象。大部分的受試者是正在修習社會心理學及教育心理學課程的學生。實驗一的受試者共120人，被隨機分派至8種實驗情境中，每組15人；實驗二的受試者共40人，被隨機分派至4種實驗情境中，每組10人；實驗三的受試者共40人，被隨機分派至4種實驗情境中，每組10人。
實驗一採2(心情) ×4(自我覺察) 二因子獨立樣本實驗設計，心情以音樂操弄，分為正向和負向心情，自我覺察分為高自我覺察、低自我覺察、無自我覺察、及干擾自我覺察；以助人意向(答是的答案數、答是反應時間)和助人行為(連署、義工參與)為依變項，進行變異數分析及G2 考驗。實驗二以想像寫作操弄心情，採2(心情) ×2(自我覺察) 二因子獨立樣本實驗設計，心情分為正向和負向心情，自我覺察分為高自我覺察和低自我覺察；以助人意向(答是題數、答是反應時間)為依變項。實驗三改變測量助人行為的方式，採2(心情) ×2(自我覺察) 二因子獨立樣本實驗設計。心情以實驗一的音樂操弄，分為正向和負向心情，自我覺察分為高自我覺察和無自我覺察，依變項為助人行為(協助抄寫數字的格數)。
實驗結果顯示：
一、實驗一
1.心情在助人意向上的主要效果未達顯著。
2.自我覺察在助人意向上的主要效果未達顯著。
3.心情與自我覺察在助人意向上沒有交互作用。
4.心情與自我覺察在助人行為上沒有交互作用。
二、實驗二
1.心情在助人意向上的主要效果未達顯著。
2.自我覺察在助人意向上的主要效果未達顯著。
3.心情與自我覺察在助人意向上沒有交互作用。
三、實驗三
1.心情在助人行為上的主要效果達顯著。
2.自我覺察在助人行為上的主要效果未達顯著。
3.心情與自我覺察在助人行為上有交互作用。
最後研究者根據研究結果加以討論，提出關於未來研究方向及教育上的相關建議。

The purposes of this study are to investigate the effects of mood and objective self-awareness on the helping intention and explicit helping behavior. The subjects were recruited from educational psychology classes in National Taiwan Normal University. This research consists of 3 experiments.
In Experiment 1, a 2 × 4 factorial design with two variations in mood (positive and negative) and four types of self-awareness (high, low, no, and interrupted) was employed. The mood variations were induced with music. The dependent variables were helping intention and helping behavior (signing a petition and working as a volunteer). One hundred and twenty undergraduates were randomly assigned to 8 conditions. A two-way ANOVA and G2 were used to analyze the data. No main effects or interaction effects were found.
In Experiment 2, the mood was induced through a recall task. A 2 × 2 factorial design with 2 mood states (happy and sad) and 2 self-awareness levels (high and low) was used. The dependent variable is the intention to help another. Forty undergraduates were randomly assigned to the 4 conditions. Neither main effects nor interaction effect was found from the results of a two-way ANOVA.
In Experiment 3, the mood was induced with music used in Experiment 1. But the dependent variable was measured differently. The numbers of characters the subjects agreed to write for the experimenter as a help was operationalized as the degree of helping behavior. A 2 × 2 factorial design with 2 mood states (positive and negative) and 2 self-awareness levels (awareness and no awareness) was used. The ANOVA revealed main effects for mood states and self-awareness. The interaction of mood and self-awareness was also found: The different effects of mood on helping behavior were found only in no self-awareness condition.
The findings of this study were discussed. Some recommendations had been presented in relation to future research and school educators.

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