參 考 書 目
一、中文部分
丁 虹(民76)。企業文化與組織承諾之關係研究。臺北:國立政治大學企業管理研究所博士論文,未出版。
王雅萱(民87)。目標取向與輸贏、成敗知覺對羽球選手比賽成績歸
因之影響。桃園:國立體育學院體育研究所碩士論文,未出版。
白崇亮(民75)。組織承諾研究:理論與實證。管理評論,3,30-51。朴英培(民77)。工作價值觀、領導型態、工作滿足與組織承諾關係之研究-以韓國電子業為例。臺北:國立政治大學企業管理研究所博士論文,未出版。何淑妃(民85)。國小校長轉型領導行為與學校組織氣氛之調查研究。新竹:國立新竹師範學院出等教育研究所碩士論文,未出版。周靈山主編(民88)。中華民國大專院校體育教師名錄。臺北:中華民國
大專院校體育總會。
李新鄉(民82)。國小教師專業承諾極其相關因素之研究。臺北:國立政治大學教育研究所博士論文,未出版。林合懋(民84)。學校主管與企業主管轉型領導之比較研究。臺北:國立
政治大學教育研究所碩士論文,未出版。
林邦傑(民75)。大專在學青年工作價值觀與工作環境需求調查研究。臺 北:行政院青年輔導委員會。
林靜如(民79)。臺北市國民小學教師工作經驗、內外控信念與組織承諾之關係。臺北:國立政治大學教育研究所碩士論文,未出版。林琮智(民88)。過去表現、目標取向、自我效能、目標設定、對國
小學童足球挑球表現之影響暨自我調整歷程研究。臺北:國立體
育學院體育研究所碩士論文,未出版。
吳明隆編著(民89)。SPSS統計運用實務。臺北:松崗電腦圖書。
吳清基(民79)。教育與行政。臺北:師大書苑。
吳清山(民78)。國民小學管理模式與學校效能關係之研究。臺北:國立
政治大學教育研究所博士論文,未出版。
吳青山、林天佑(民88)。轉型領導。臺北:教育資料與研究,37,98。
吳靜吉、余民寧、陳嘉成與林偉文(民 88)。內隱智力理論量表的建立與修訂,未出版。
吳靜吉、林偉文與劉士豪(民87)。成就目標量表的建立與修訂,未發表。
邱馨儀(民84)。國民小學學校組織文化與教師組織承諾之關係研究。臺 北:臺北市立師範學院出等教育研究所碩士論文,未出版。洪光遠譯(民81)。組織領導。臺北:桂冠圖書。
涂志賢(民88)。運動教練領導風格與運動代表隊團隊文化關連性之研究。臺北:國立體育學院體育研究所碩士論文,未出版。徐善德(民86)。高職教師工作價值觀、組織承諾與教學效能關係之研究。臺北:國立政治大學教育研究所博士論文,未出版。梁瑞安(民79)國小教師組織溝通、角色壓力與組織承諾關係研究。臺北:國立政治大學教育研究所博士論文,未出版。莊榮霖(民83)國中教職員工作滿足與組織承諾之研究。臺北:國立政
治大學教育研究所碩士論文,未出版。
張明輝(民87)。臺北市國民小學主任儲訓班講義。臺北:臺北市教師研
習中心,未發表。
張慶勳(民85)。國小校長轉化、互異領導影響學校組織文化特性與組織
效能之研究。臺北:國立師範大學教育系博士論文,未出版。
張慶勳(民86)學校組織轉化領導研究。高雄:復文。
張永鄖(民89)。體育與政治。國立臺灣體育學院體育系所學刊,
創刊號,13-15。
教育部體育大辭典編定委員會主編(民73)。體育大辭典。臺北:商務印
書館。
黃昆輝(民81)。教育行政學。臺北:東華出版有限公司。
黃英忠、余德成、林營松(民84)。組織氣候、工作特性、人格特質、家
庭因素、領導行為與組織承諾關係之研究-以楠梓加工出口區員工為例。人力資源學報,5,15-35。
黃秀霜(民76)。教育行政人員成就動機、工作特性與組織承諾之相關研
究。臺北:國立政治大學教育研究所碩士論文,未出版。
黃國隆(民75)中學教師的組織承諾與專業承諾之研究。臺北:國立政
治大學學報,55,53,55-58。
陳定雄(民89)。體育行政專題研究上課筆記。臺中:國立臺灣體育學院
體育研究所碩士課程,未發表。
陳嘉成(民88)。成就目標、動機氣候、自我歷程與自我調整策略、持續
學習動機和數學成就之關係。臺北:國立政治大學教育研究所博士論
文,未出版。
陳金水(民78)。國民中學教師制握信念、工作經驗與組織承諾之關係。
高雄:國立高雄師範大學教育研究所碩士論文,未出版。
陳美芳(民83)。目標難度、目標取向和回饋方式對專科女生平衡儀
練習表現及內在動機之影響。桃園:國立體育學院運動科學研究所,未出版。
溫富雄(民86)。不同目標取向和自覺能力對中強度踏車運動之知覺身體
疲勞程度、情緒反應及運動表現的影響。桃園:國立體育學院體育研
究所碩士論文,未出版。
彭雅珍(民87)。國小校長領導風格、教師工作價值觀與教師組織承諾關
係之研究。臺北:國立政治大學教育研究所碩士論文,未出版。
詹姬婷(民83)。國民小學教師工作環境之決定與組織承諾關係之研究。
臺北:國立政治大學教育研究所博士論文,未出版。
劉志鵬(民84)。國民小學教師參與決定、組織承諾與組織效能關係之研
究。新竹:國立新竹師範學院初等教育研究所碩士論文,未出版。
劉春榮(民82)。國民小學組織結構、組織承諾與組織效能關係之研究。
臺北:國立政治大學教育研究所博士論文,未出版。
劉興漢(民74)。領導理論及其在教育行政上的運用。教育行政比較研究,
398-409。臺北:台灣書店。
劉士豪(民87)。年齡、性別、成就目標、目標導向與創意生活經驗、創
造力之關係。臺北:國立政治大學教育研究所碩士論文,未出版。
劉雅菁(民86)。國民小學校長轉型領導行為之研究。臺北:國立台灣師
範大學教育研究所碩士論文,未出版。
鄭得臣(民74)。領導型態、角色壓力、核心生活興趣與組織承諾之關係。
臺北:國立政治大學心理研究所碩士論文,未出版。
蔡進雄(民82)。國民中學校長領導方式與教師組織承諾關係之研究。臺
北:國立師範大學教育研究所碩士論文,未出版。
蔡寬信(民82)。國民小學學校組織氣氛、教師內外控信念與教師組織承
諾關係之研究。臺北:國立政治大學教育研究所碩士論文,未出版。
謝文全(民80)。教育行政。臺北:文景。
濮世緯(民86)。國小校長轉型領導、教師制握信念與教師職業倦怠關係
之研究。臺北:國立政治大學教育研究所碩士論文,未出版。
二、英文部分
Ames, C. (1992a). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Ames, C. (1992b). Achievement goals and the classroom motivational climate. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp.327-348). Englewood Cliffs: NJ. LEA.
Ames, C. (1992c). Achievement goals, motivational climate and the motivational process. In G. C. Roberts (Ed.) Motivation in sportand exercise (pp.327-348). Chicago, IL: Human Kinetics.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies and motiveational process. Journalof Educational Psychology, 80(3), 260-267.
Anderman, E. M., & Young, A. J. (1994). Motiveation and startegy use inscience: Individual differences and classroom effects. Journal of Research in Science Teaching, 31, 811-831.
Avolio, B. J. (1994). The alliance of total quality and the full rangeof leadership. In B. M. Bass & B. J. Avolio (Eds.), Improving organizational effectiveness through transformational leadership (pp.121-145). Newbury Park, CA: Sage.
Bass, B. J. (1985). Leadership and performance beyond expectations. New York: Free Press.
Bass, B. M., & Avolio, B. J. (1990). Transformational leadership development: Manual for the multifactor leadership questionnaire. Palo Alto, CA: Consulting Psychologists Press.
Bass, B. M., & Avolio, B. J. (1993). Transformational leadership: A response to critiques. In M. M. Chemers & R. Ayman (Eds.), Leadership theory and research: Perspectives and directions (pp.49-80). San Diego, CA: Academic Press.
Beker, H. S. (1960). Notes on the concept of commitment. The American Journal of Sociology, 66, 32-40.
Bennis, W. C., & Nanus, B. (1985). Leaders: The strategies for takingcharge. New York: Harper & Row.
Bosler, R., & Bauman, D. J. (1992). Meetingcultural diversity with personal conviction: Tthe teacher as chang agent and transformational leader. Paper presented at the annual meeting of the National Forum of the Associatuon of Independent Liberal Arts (5th, Louisville, KY, June 5-7, 1992). (ERIC Document Reproduction Service No. ED 350 283).
Brown, M.(1969). Identification and some conditions of organizational involvement. Administrative Science Quarterly, 14, 346-355.
Bryman, A. (1992). Charisma and leadership in organizations. London: SAGE.
Buchanan, B. (1974). Building organizational commitment: The socialization of managers in work organization. Administrative Science Quarterly, 19(4), 533-546.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Covington, M.V. (1984). The self-worthy theory of achievement motivation: Finding and implication. The Elementary School Journal, 85(1), 5-20.
Conger, J. A., & Kanungo, R. N. (1987). Towards a behavioral theory of charismatic leadership in organizational settings. Academy of Management Review, 12, 637-647.
Covington, M. V. (1984). The self-worthy theory of achievement motivation:
Finding and implication. The Elementary School Journal, 85(1), 5-20.
Downton, J. V. (1973). Rebel leadership: Commitment and charisma in a revo
lutionary process. New York: Free Press.
Dweck, C.S.,& Leggett, E. L. (1988). A social-cognitive approach to motivation
and personality. Psychological Review, 95(2), 256-273.
Elliot, A. J, & Church, M. A. (1997). A hierarchical model of approach and
avoidance achievement motivation. Journal of Educational Psychology, 72,
218-232.
Elliot, A. J., & Harackiewicz, J. M. (1996). A hierarchical model of approach and Avoidance achievement motivation. Journal of Educational Psychology, 72(1), 218-232.
Farrell, D., & Rusbult, C. E. (1981). Exchange variables as predictors of job
satisfaction, job commitment and turnover: The impact of reward, cost,
alternatuves and invesment. Organizational Behavior and Humann Personnel, 28, 120-126.
Felton, S. L. (1985). Transactional and transformational leadership and teacher
job satisfaction. Unpublished doctoral dissertation, The University of
Mississippi.
Ferris, K. R., & Arnaya, N. (1983). A comparison of to organizational commit
ment scales. Personnel Psychology, 36, 87-99.
Fielder, F. E. (1978). The contingency model and the dynamics of the leadership
process. In L. Berkowitz (Ed.), Advance in experimental social psychology (pp. 138-141). New York: Academic Press.
Grover, S. L. (1992). The effect of increasing education on individual profess
tion behavior and commitment. Journal of Vocational Behavior, 40, 1-13.
Harackiewicz, J. M., Barron, K. E., & Elliot,A.J. (1998). Rethinking achievement goal: When they are adaptive for college students and why? Educational Psychologist, 33(1), 1-21.
Howell, J. M., & Avolio, B. J. (1993). Transformational leadership, transactional leadership, locus of control, and support innovation: Key predictor of con-solidated-business-unit performance. Journal of Applied Psychology, 78(6), 891-902.
Howell, J. M., & Frost, P. J. (1989). A laboratory study of charismatic leadership. Organizational Behavior and Human Decision Process, 43, 243-269.
Hrebiniak, L. G., & Alutto, J. (1972). Perssonal and role-related factors in the
development of organizational commitment. Administrative Science Quar
terly, 17, 555-572.
Jacobs, T. O., & Jaques, E. (1990). Military executive leadership. In K. E. Clark
& M. B. Clark (Eds.), Measures of leadership (pp.281-295).West Orange, NJ: Leadership Library of America.
Katz, D., & Kahn, R. L. (1978). The social psychology of organizations. New
York: Wiley.
Kavussanu, M., & Roberts, G. C. (1996). Motivation in physical activity context: The relationship of perceived motivational climate to intrinsic motivation
and self-efficacy. Journal of Sport and Exercise Psychology, 18, 164-280.
Kawakubo, M. K. (1987). Perception of authority, control, and commitment in
Japanese organization. Dissertation Abstracts International, 49, 01-A.
Kushman, J. W. (1992). The organizational dynamic of teacher workplace com
mitment: A study of urban elementary and middle school. Educational
Administration Quarterly, 28, 213-226.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task perform
ance. Englewood Cliffs, NJ: Prentice Hall.
Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A school
wide approach. Educational psychologist, 26, 399-427.
McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. New York: Appleton Century Crofts.
McGrevin, C. Z. (1984). Teacher participation in the decision making process
and its relationship to organizatioal commitment and morale. (Ph. D.,
Georgia State University, college of education). Dissertation Abstracts
International. 45/05A.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Student’s goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration and cognitive engagement in classroom activities. Journal of Educational Psycho-logy, 89(4), 710-718.
Mitchell, T. R. (1979). Organizational behavior. Annual Review of Psychology,
30, 243-281.
Morris, J. H., & Sherman, J. D. (1981). Generalizability of an organizational
commitment model. Academy of Management Journal, 24(3), 512-526.
Morrow, P. C. (1983). Concept redundancy in organizational research: The case
of work commitment. Academy of Management Review, 8, 486-500.
Mowday, R. T., Steers, R. M., & Porter, L. M. (1979). The measurement of
organizational commitment. Journal of Vocational Behavior, 14, 224-247.
Mowday, R. T., Steers, R. M., & Porter, L. M. (1982). Employee organization
link ages: The psychology of commitment, absenteeism, and turnover.
New York: Academic Press.
Nicholls, J. (1984). Achievement motivation: Conception of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory research, and application. Englewood Cliffs, NJ: Prentice-Hall.
Porter, L. M., Steers, R. M., Mowday, R. T., & Boulion, P. V. (1974). Organizational commitment, job satisfaction and turnover among psychiatric technicians. Journal of Applied Psychology, 59, 603-609.
Quinn, R. F. (1985). The relationship of commitment on the part of lay catholic elementary school principals in the United States to selected personal
variables. (Ed. D., The Catholic University of America). Dissertation abstr-
acts International,46/05A.
Reyes, P. (1990). Teachers and their workplace: Commitment, performance, and
productivity. London: Sage.
Roberts, N. C. (1985). Transforming leadership: A process of collective action.
Human Relation, 38(11), 1023-1046.
Rost, J. C. (1991). Leadership for the twenty-first century. New York: Preager.
Ryan, A. M., Hick, L., & Midgley, C. (1997). Social goals, academic goals, and
avoiding seeking help in the classroom. Journal of Early Adolescence, 17
(2), 152-171.
Sagor, R. D. (1992). There principals who make a difference. Education
Leadership, 49(5), 13-18.
Salancik, G. R. (1977). New directions in organizational behavioe. Chicago:
St. Clair Press.
Scheldon, M. E. (1971). Investment and involvment as mechanisms producing
commitment to the organization. Administrative Science Quarterly, 16,
110-142.
Sergiovanni, T. J. (1984). Leadership and excellence in schooling. Educational
Leadership, 41(5), 4-13.
Sergiovanni, T. J. (1990). Value-added leadership: How to get extraordinary
performance in schools. New York: Harcourt Brace Jovanovich.
Singer, M. S., & Singer, A. E. (1986). Relation between transformational vs.
transactional leadership preference and subordinates’ personality: An
Exploratory study. Perceptual and Motor Skills, 62, 775-780.
Staw, B. W. (1977). Commitment to a policy decision: A multitheoreical
perspective. Administrative Science Quarterly, 23, 40-64.
Steers, R. M. (1977). Antecedents and outcomes of organizational commitment.
Administrative Science Quarterly, 22, 46-56.
Stevens, J. M., Beyer, J. M., & Trice, H. M. (1978). Assessing personal, role, and organizational predictor of managerial commitment. Academy of Management Journal, 21, 380-396.
Stone, P. (1992). Transformational leadership in principals: An analysis of the
multifactor leadership questionnaire results. Professional leadership
Development Monograph Series, 2, 1.
Tichy, N. M., & Devanna, M. A. (1990). The transformational leader. New York: Wiley & Sons.
Wentzel, K. R. (1992). Motivation and achievement in adolescence: A multiple
goals perspective. In D. H. Schunk, & J. L. Meece(Eds.), Student percep
tion in the classroom (pp.327-348). Englewood Cliffs, NJ: Prentice Hall.
Weiner, Y. (1983). Commitment in organization: A normative view. Academy of
Management Review, 7(3), 418-428.
Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal
orientatuon and students’ motivational beliefs and self-regulation learning.
Learning and Individual Difference, 8, 211-238.
Yang, S. Y., & Sternberg, R. J. (1997). Taiwanese Chinese people’s conceptions
of intelligence. Intelligence, 25(1), 21-36.
Yukl, G. A. (1994). Leadership in organizations (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.