根據上述的結論，本研究分別提出在應用上與研究上的建議，作為體育教師、教 練或指導員及未來研究者的參考：
一、實際應用的建議
（一）由本研究結果可以發現，持有工作取向目標的大專運動員，代表他們認為能力 是透過學習、努力與精熟技能所展現，成功是從活動中有所收穫與成長，較不 會選擇自我設限的策略，來阻礙或限制自身學習與進步的機會。因此，教練在 訓練過程中可以多設定不同難度的訓練課程與目標，讓運動員能透過參與訓 練，學習與精熟更多的新技能，進而體驗到成功的經驗。相對的，持有自我取 向的大專運動員，代表他們能力是透過社會比較所展現的，成功是表現超越或 贏過他人，在無法確定每一次的勝利之下，自我取向的大專運動員可能為了保 護自身的能力感，使用自我設限的傾向較高。因此，在運動員的特質傾向屬於 自我取向的情況下，教練應多利用情境因素，透過塑造「工作取向」的訓練環 境，並且避免在指導過程中讓運動員們相互比較，降低運動員自我涉入的情 況，減低運動員為了保護自我價值，故意逃避或不積極參與練習的自我設限產 生 (Duda, 2001)。
（二）研究結果顯示，有高 BAS 的大專運動員，代表他們較容易從環境獲得酬賞、
非懲罰的訊息，進而提升動機與趨近行為，也不容易使用自我設限來逃避練習 或競賽。因此，教練在訓練或競賽過程中，應多給予正向訊息，例如：具建設 性的指導、鼓勵與獎勵等，提升大專運動員的動機，進而積極參與練習與競 賽。
二、未來研究的建議
本研究採用二向度目標取向與人格理論中的動機系統，希望透過不同角度了解大 專運動員使用自我設限之情況。
（一）本研究再次驗證目標取向與能力知覺對於自我設限的交互作用效果，發現本研 究結果確實與過去研究相同，並無顯著交互作用效果，但此結果與 Nicholls (1989) 成就目標理論的概念不相符。因此，自我設限為何無法受到能力知覺的 調節所影響？此一問題，在本研究中尚無法回答，未來研究若能將自我設限型 態分類（行為、宣稱），或者將自我設限的使用時間做區隔（長期、短期），確 切找出自我設限中非適應性行為，或許其中便有受到能力知覺影響之因素，值 得進一步探討。
（二）本研究結合目標取向與行為抑制／行為激發系統預測大專運動員自我設限的情 況，這兩種變項皆屬於特質傾向方面，而影響自我設限的因素不僅限於此類變 項，因此，未來研究可針對不同面向因素，例如：訓練環境、家庭背景、同儕 關係或教練─選手關係等變項上探討。
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