本文探討形成IKEA效應與同儕效應對於個人勞動投入價值的影響。在個人製作產品的同時，會隨著勞動投入的增加使其對於該產品增加更多喜好，但其價值的提升可能會受到群體的影響而改變。為了觀察價值的變化，本文控制個人背景、自我態度及對受試產品喜好與出價決策等，以出價活動的方式進行研究分析。資料的蒐集是利用前後測問卷與活動形式進行蒐集，前測問卷主要為個人家庭背景的特徵變數與自我態度，後測問卷則以自我評估的方式呈現受試者對於產品的價值偏好。蒐集對象從高中生到大學生，共計277筆樣本，皆為尚未就業之樣本，與過去文獻中純就業樣本有所區隔。本文利用差中差迴歸模型估計個人價值偏好的作用。結果顯示，受試者的群體影響、自製產品偏好、製作動機及是否親手製作、個人評估等因素皆會在自我評估中影響其對於IKEA效應及同儕效應的反應，不過自我態度較強烈者不易受同儕效應影響，且年齡的上升與家庭因素的正面影響對其成為同儕中的意見領袖有一定的成效，他們的言行舉止較容易影響同儕。

This article examines the influence of the IKEA and peer effects on the perceived value of personal labor. As individuals engage in product creation, their affection for the product increases with labor input, But the increase in product value may change due to the influence of the group. To observe these value shifts, the study controls for personal background, self-attitude, and preferences for the test product, analyzing bidding behavior. Data were collected through surveys and activities, with the former capturing personal and family background characteristics and self-attitude, and the latter reflecting participants’ value preferences for the product. The sample consisted of 277 high school and college students, all unemployed, distinguishing it from previous studies’ employed samples. A difference-in-differences regression model was used to estimate the effects on personal value preferences. Findings indicate that group influence, self-made product preference, making motivation, hands-on production, and personal evaluation all affect responses to the IKEA effect and peer effect in self-assessment. However, those with stronger self-attitudes are less susceptible to peer influence, and increasing age and positive family factors contribute to becoming opinion leaders within peers, whose actions more readily influence others.

1	研究動機、目的與方法	1
1.1	研究動機	1
1.2	研究目的	3
1.3	研究方法	3
2	文獻回顧	5
2.1	IKEA 效應	5
2.2	同儕效應	7
2.3	本章小結	8
3	實證方法	9
3.1	活動資料說明	9
3.2	模型設定	16
4	實證分析	18
4.1	活動設定	18
4.2	統計資料說明	23
5	結論與研究限制	34
5.1	結論		34
5.2	研究限制	        36
參考文獻          	37

表目錄
表1  CRONBACH’S α係數分析結果	15
表2  CRONBACH’S α係數值判斷標準表	16
表3  各項變數敘述統計 	25
表4  迴歸結果-1	28
表5  迴歸結果-2	30
表6  迴歸結果-3	33

圖目錄
圖1  個人特徵問卷	11
圖2  態度量表問卷	12 
圖3  價值偏好問卷	14
圖4  活動參與人數及來源分佈	18
圖5  轉轉球在製作前的平面圖樣	19
圖6  活動流程圖	22

吳統雄(1984)。電話調查: 理論與方法。聯經出版事業公司。
許雅婷(2015)。自我態度對就業部門期望的實證分析－問卷與實驗調查［碩士論文］。淡江大學經濟學系碩士班。
Abrams, D., Wetherell, M., & Cochrane, S., Hogg, M.A.,& Turner, J.C. (1990). Knowing what to think by knowing who you are: Self-categorization and the nature of norm formation, conformity and group polarization. British Journal of Social Psychology, 29(2), 97-119. https://doi.org/10.1111/j.2044-8309.1990.tb00892.x
Ahuvia, A. C. (2005). Beyond the extended self: Loved objects and consumers' identity narratives. Journal of Consumer Research, 32(1), 171–184. https://doi.org/10.1086/429607
Asch, S. E. (1956). Studies of independence and conformity: I. A minority of one against a unanimous majority. Psychological Monographs: General and Applied, 70(9), 1–70. https://doi.org/10.1037/h0093718
Ashforth, B. E., & Mael, F. (1989). Social identity theory and the organization. The Academy of Management Review, 14(1), 20–39. https://doi.org/10.2307/258189
Axsom, D., & Cooper, J. (1985). Cognitive dissonance and psychotherapy: The role of effort justification in inducing weight loss. Journal of Experimental Social Psychology, 21(2), 149–160. https://doi.org/10.1016/0022-1031(85)90012-5
Banerjee, A.V. (1992). A simple model of herd behavior. Journal of Economics, 107(3), 797–817.
Basko, A. (2001). What achievement gives you a great sense of accomplishment and why? Journal of College Admission, 172(6).
Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. University of Illinois at Urbana-Champaign's Academy for Entrepreneurial Leadership Historical Research Reference in Entrepreneurship.
Belanche, D., Casaló, L. V., Flavián, M., & Ibáñez-Sánchez, S. (2021). Building influencers' credibility on Instagram: Effects on followers’ attitudes and behavioral responses toward the influencer. Journal of Retailing and Consumer Services, 61(4).
Bell, M. T. L. (2014). Risk orientation and Risk-Taking behavior: The impact of race/ethnicity and gender on mental health and substance use among young adults[Doctoral dissertation or master’sthesis]. Vanderbilt University.
Breetzke, J., Özbagci, D., & Bohndick, C. (2023). Why are we learning this?! — Investigating students’ subjective study values across different disciplines. Higher Education, 87(1489), 1489-1507.
Charness, G., Rigotti, L.,& Rustichini, A. (2007). Individual behavior and group membership. The American Economic Review,97(4), 1340-1352.
Chen, Y., & Li, S.X. (2009). Group identity and social preferences. The American Economic Review, 99(1), 431–457.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. https://doi.org/10.1007/BF02310555
Dahl, D. W., & Moreau, C. P. (2007). Thinking inside the box: Why consumers enjoy constrained creative experiences. Journal of Marketing Research, 44(3), 357–369. 
Deutsch, M., & Gerard, H. B. (1955). A study of normative and informational social influences upon individual judgment. The Journal of Abnormal and Social Psychology, 51(3), 629–636.
Festinger, L. (1957). A theory of cognitive dissonance. Stanford. University Press.
Franke, N., Schreier, M., & Kaiser, U. (2010). The “I designed it myself” effect in mass customization. Management Science, 56(1), 125-140.
Harlib, L. (2008). Take a haycation on a North Bay farm. Marin Independent Journal.
Kenneth, R. A., Ran, D., & Shumway, T. (2014). Peer Effects in risk aversion and trust. Review of Financial Studies, 27(11), 3213-3240.
Norton, M. I., Mochon, D., & Ariely, D. (2012). The IKEA effect: When labor leads to love. Journal of Consumer Psychology, 22(3), 453–460.
Rank, N., & Schreier, M. (2012). The value of crowdsourcing: can users really compete with professionals in generating New Product Ideas. Journal of Product Innovation Management, 27(6), 245-256.
Reynolds, K.A., Komakhidze, M., Fishbein, B., & von Davier, M. (2024).Aspects of student well-being and reading achievement in PIRLS 2021 (PIRLS Insights).Boston College, TIMSS & PIRLS International Study Center. 
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. 
Sassanelli, C., Taisch, M., & Terzi, S. (2023). History and future of manufacturing. In R. K. Amit, K. S. Pawar, R. P. Sundarraj, & S. Ratchev (Eds.), Advances in Digital Manufacturing Systems, (pp. 13-36). Springer.
Schein, E. H. (1956). The Chinese indoctrination program for prisoners of war: A study of attempted “Brainwashing”. Interpersonal and Biological Processes, 19(2), 149–172.
Severson, K. (2009).  $300 a Night? Yes, but haying’s free. The New York Times.
Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations, (pp. 33-47). Brooks/Cole.
Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. S. (1987).Rediscovering the social group: A self-categorization theory. Basil Blackwell.
Vinokur, A., & Burstein, E. (1974). Effects of partially shared persuasive arguments on group-induced shifts: A group-problem-solving approach. Journal of Personality and Social Psychology, 29(3), 305–315.
Wentzel, K. R., & McNamara, C. C. (1999). Interpersonal relationships, emotional distress, and prosocial behavior in middle school. The Journal of Early Adolescence, 19(1), 114–125. https://doi.org/10.1177/0272431699019001006