行動控制理論將行動控制的人格分為行動導向與狀態導向，其近十餘年的實徵研究發現，狀態導向者有許多不適應症狀。本研究將行動導向特質區分為行動導向者、認知狀態導向者與情緒狀態導向者，並探究這三種行動控制導向與成敗情境對學習者負向情感、自我效能與工作記憶容量之交互作用。本研究採3（導向）× 2（情境）× 2（測量階段）受試者間受試者內混合實驗設計，藉由受試者隨堂測驗成績操弄成敗情境。受試者是修習教育學程的大學生113 名。研究結果顯示：（一）面對失敗情境的情緒狀態導向組，其負向情感後測顯著地高於前測。（二）不論是行動導向者、認知狀態導向或情緒狀態導向者，面對失敗情境的受試，其自我效能的後測會顯著地低於前測。（三）三種導向的受試者，不論面對成功或失敗的情境，其工作記憶容量測驗的後測均高於前測。本研究根據研究結果進行討論並針對未來研究提出建議。

Kuhl’s theory of action control, differentiates action orientation from state orientation, and recent empirical research show people who are state-oriented manifested maladaptive behaviors. In the current study, 113 college students were classified into three groups based on their action control dispositions: action orientation, cognitive state orientation, and emotional state orientation. The participants then were explored to either success or failure context to investigate the interaction effect between action control disposition and context. Negative affective reaction, self-efficacy and working memory capacity were measured prior to and after the exploration. A 3 （action control orientation） × 2 （conditions） × 2 （measurement occasion） mixed design was used. The following results were obtained: （a） in the failure condition, the emotional state-oriented scored higher in the posttest than in the pretest in negative affective reaction; （b） regardless of orientation, participants in the failure condition scored lower in the posttest than in the pretest in self-efficacy; and （c） regardless of orientation and condition, participants scored higher in the posttest than in the pretest in working memory capacity. Findings were discussed in terms of theoretical implications, practical applications, and future research.