能力需要是与个体学业成就息息相关的一种基本心理需要，该需要的满足有助于个体提升其学业效能感，实现卓越发展。然而，身处竞争激烈的社会中，人们会面临许多挑战，因此难免会在克服困难、完成重要任务的过程中遭遇失败，从而导致能力需要受挫。个体在能力需要受挫后采取的应对方式分为补偿反应及修复反应两种，而大多数研究将考察重点放在补偿反应的不良影响上，少有研究关注修复反应的具体指标以及相关影响因素。本研究采用实验法，从认知、动机以及行为3个角度对个体能力受挫后的修复反应进行探究，并对学业浮力和成就目标定向这2个个体特质因素在其中所起的调节作用进行探讨。本研究的实证结果如下：
研究一采用实验法，探究个体在能力需要受挫后的修复认知反应以及相关影响因素。被试共82人，其中实验组38人，对照组44人；男生39名，女生43名。研究结果发现：(1)与对照组相比，实验组的被试在即时能力需要受挫后对能力满足相关信息、能力受挫相关信息和积极信息产生了知觉准备。(2)表现回避定向在被试的能力受挫感与修复认知之间起调节作用。当个体在表现回避定向上的水平较低时，实验组在即时能力需要受挫后产生了对能力受挫相关信息的知觉准备。
研究二采用实验法，探究个体在能力需要受挫后的修复动机倾向以及相关影响因素。被试共71人，其中实验组37人，对照组34人；男生17名，女生54名。研究结果发现：(1)实验组的被试在即时能力需要受挫后的外显修复动机水平显著高于对照组。(2)学业浮力在被试的能力受挫感与外显修复动机之间起调节作用。当个体的学业浮力水平较低时，任务中的能力受挫感能够正向预测个体的外显修复动机。即学业浮力水平较低的个体在任务中的能力受挫感越大，对能力需要的渴望程度越强。(3)任务中的能力受挫感能够正向预测个体在回避失败维度上的内隐修复动机。即被试在任务中的能力受挫感越强，内隐上越趋向于回避失败。
研究三采用实验法，探究个体在能力需要受挫后的修复行为表现以及相关影响因素。被试共112人，其中实验组55人，对照组57人；男生46名，女生66名。研究结果发现：(1)实验组的被试在即时能力受挫后，在后续任务中的坚持时长和正确率显著高于对照组。(2)学业浮力在被试的能力受挫感与修复行为之间起调节作用。当个体的学业浮力水平较高时，其能力需要受挫感越高，在后续词汇判断任务中坚持得越久。(3)掌握趋近定向在被试的能力受挫感与修复行为之间起调节作用。当个体在掌握趋近定向上的水平较高时，实验组的被试在后续词汇判断任务中的正确率显著高于对照组。
上述研究结果表明，个体在即时能力需要受挫后，将从认知、动机和行为3个角度产生修复反应；同时，学业浮力以及成就目标定向在即时能力需要受挫与上述修复反应之间起调节作用，具体而言，学业浮力在个体即时能力需要受挫与修复动机和修复行为之间起保护作用，掌握趋近定向在个体即时能力需要受挫与修复行为之间起保护作用，表现回避定向在个体即时能力需要受挫与修复认知之间起风险作用。上述结果为深入了解能力需要修复反应提供了证据，有助于帮助个体采取更具适应性的方式应对能力需要受挫，从而实现良好发展结果。

Competence is a basic psychological need closely related to an individual's academic achievement, and its satisfaction helps individuals to enhance their academic efficacy and achieve excellence. However, in a highly competitive society, people face many challenges, which makes them inevitably fail in overcoming difficulties and accomplishing important tasks and finally leads to competence frustration. Most studies have focused on the adverse effects of the compensatory response, only few studies have focused on the specific indicators of the restorative response and related influence factors. In this study, an experimental approach was used to investigate the need restoration after competence frustration from three perspectives: cognitive, motivational, and behavioral, and to investigate the impact of academic buoyancy and achievement goal orientation, as two individual moderators, in the process of competence restoration. The empirical findings of this study are as follows:
Study 1 used an experimental approach to explore individuals' cognitive restoration after immediate competence frustration and the related influence factors. There were 82 subjects, including 38 in the experimental group and 44 in the control group; 39 males and 43 females. The findings revealed that (1) compared to the control group, subjects in the experimental group developed perceptual readiness for competence satisfaction-related information, competence frustration-related information and positive information after immediate competence frustration. (2) Performance avoidance goal orientation played a moderating role between subjects' competence frustration and cognitive restoration. Among individuals with lower performance avoidance goal orientation, the experimental group generated perceptual readiness for competence frustration-related information after immediate competence frustration.
Study 2 used an experimental approach to explore individuals' motivational restoration after immediate competence frustration and the related influence factors. There were 71 subjects, including 37 in the experimental group and 34 in the control group; 17 males and 54 females. The results of the study found that (1) subjects in the experimental group had significantly higher explicit restorative motivation after immediate competence frustration than subjects in the control group. (2) Academic buoyancy played a moderating role between subjects' competence frustration and explicit restorative motivation. Among individuals with lower academic buoyancy, competence frustration in the task positively predicted individuals' explicit restorative motivation. That is, the greater the competence frustration in the task, the greater the desire for competence for individuals with lower levels of academic buoyancy. (3) Competence frustration in the task positively predicts individuals' implicit restorative motivation on the failure avoidance dimension. That is, the greater the subject's competence frustration in the task, the more he or she implicitly tends to avoid failure.
Study 3 used an experimental approach to explore individuals' restorative behaviors after immediate competence frustration and the related influence factors. There were 112 subjects, including 55 in the experimental group and 57 in the control group; 46 males and 66 females. The results of the study found that (1) After an immediate competence frustration, subjects in the experimental group persist significantly longer and have significantly higher accuracy rate in the follow-up task than subjects in the control group. (2) Academic buoyancy played a moderating role between subjects' competence frustration and restorative behavior. Among individuals with higher academic buoyancy, the greater the competence frustration, the longer they persisted in the subsequent lexical decision task. (3) Mastery approach goal orientation plays a moderating role between subjects' competence frustration and restorative behavior. Among individuals with higher mastery approach goal orientation, subjects in the experimental group have significantly higher accuracy rate in the subsequent lexical decision task than the control group.
These above findings suggest that, after immediate competence frustration, individuals will have restorative responses from three perspectives: cognitive, motivational, and behavioral; at the same time, academic buoyancy and achievement goal orientation play a moderating role between immediate competence frustration and the above restorative responses. Specifically, academic buoyancy plays a protective role between immediate competence frustration and restorative motivation and behavior, the mastery approach goal orientation plays a protective role between immediate competence frustration and restorative behavior, and the performance avoidance goal orientation can be regarded as vulnerability factor functioned between individuals' immediate competence frustration and restorative cognition. These results provide evidence for an in-depth understanding of the competence restoration, which can help individuals adopt more adaptive approaches to cope with competence frustration in order to achieve positive developmental outcomes.