臺灣博碩士論文加值系統

本研究欲探討訓練講師教學能力、學員性別角色刻板印象、學員學習動機與訓練反應評估間之關係。主要研究目的有三：（一）欲探討學員性別角色刻板印象（高、低）與講師性別（男、女）之交互作用對訓練講師教學能力評價之影響；（二）欲探討學員性別角色刻板印象是否調節訓練講師教學能力與學員學習動機之關係；（三）欲探討學員學習動機是否中介訓練講師教學能力與學員反應評估之關係。
本研究對參加訓練課程之員工為研究對象，在訓練課程結束後立即發放問卷，共獲得有效問卷245份。主要研究結果發現：（一）學員性別角色刻板印象與講師性別之交互作用，對訓練講師教學能力評價有顯著之影響。「低性別角色刻板印象」的學員，對女性講師之評價高於男性講師，但「高性別角色刻板印象」的學員，對兩性講師之評價則無顯著差異。（二）訓練講師教學能力對學員學習動機有正向影響，但性別角色刻板印象則對上述之關係無調節效果；（三）訓練講師教學能力對學員反應評估有正向影響，且學員之學習動機會部份中介前述關係。
本研究結果將可協助教育訓練管理者瞭解，訓練講師教學能力對學員之學習動機與訓練結果之影響，以及學員本身之性別角色刻板印象對學習動機之影響，進而提供實務界教育訓練規劃之參考。本研究並提出研究限制以及未來研究建議，提供後續研究者有進一步可深入探討之方向。

This study examines the relationship among trainers’teaching abilities, trainees’gender-role stereotypes, motivation to learn and tranees’reaction. The main purposes are as follows: 1).to examine whether trainees’gender-role stereotypes and trainers’sex joinly influence trainees’evaluations of trainers’abilities;2).to investigate whether trainees’gender-role stereotypes moderates the relationship between trainers’teaching abilities and trainees’motivation to learn; 3). To examine whether the trainees’ motivation to learn mediate the relationship between the trainers’ teaching abilities and trainees’reaction.
The study surveyed 245 trainees in 11 training sessions and found that trainees’gender-role stereotypes and trainers’sex had a significant interaction effect on trainers’evaluations. Furtheremore, trainers’teaching abilities had positive influence on trainees’motivation to learn, whereas trainees’gender-role stereotypes did not moderate the relaionship between trainers’teaching abilities and trainees’motivation to learn. Finally, trainers’teaching abilities had a positive influence on trainees’reaction, and the trainees’motivation to learn mediated the relationship between trainers’teaching abilities and trainees’reaction.
The findings highlight that how trainers’and trainess’attribues affect training outcomes and can provide training professionals some insight in training program design. The limitations and implications of the findings are discussed.

摘 要 I
Abstract II
表 次 V
圖 次 VI
第一章 緒論 1
第一節 研究動機與目的 1
第二章 文獻探討 5
第一節 訓練講師教學能力 5
一、教學能力之概念與研究 5
二、訓練講師教學能力之相關研究 8
第二節 性別角色刻板印象 10
一、性別角色刻板印象之定義與概念 10
二、性別角色之相關理論與測量 11
三、研究變項與性別角色刻板印象之相關研究 13
第三節 學習動機 15
一、學習動機之定義與概念 15
二、學習動機之理論與架構 16
三、研究變項與學習動機之相關研究 18
第四節 反應評估 20
一、反應評估之理論 20
二、反應評估之相關研究 22
三、研究變項與反應評估之相關研究 23
第四節 研究架構與假設 24
一、研究架構 24
二、研究假設 25
第三章 研究方法 26
第一節 研究對象與程序 26
一、研究對象 26
二、研究程序 26
第二節 研究變項的定義與衡量 28
一、訓練講師教學能力 28
二、學習動機 29
三、性別角色刻板印象 29
四、反應評估 30
第三節 資料分析方法 31
一、敘述性統計分析 31
二、信度分析 31
三、相關分析 31
四、變異數分析 31
五、迴歸分析 32
六、控制變項 32
第四章 研究結果 33
第一節 樣本特性分析 33
一、人口統計變項 33
第二節 量表信度分析 40
第三節 變項間之相關分析 41
一、平均數、標準差與相關係數 41
第四節 研究假設驗證 44
一、調節效果 44
二、研究變項之主要效果 48
三、中介效果 52
第五章 結論與建議 56
第一節 研究結論 56
一、性別角色刻板印象之交互與調節效果 56
二、研究變項之主要效果 58
三、學習動機之中介效果 58
第二節 管理意涵 60
第三節 研究限制 62
第四節 未來研究建議 64
參考文獻 65
附錄A 65
附錄B 65

江纹彬. (2001). 製造業與服務業教育訓練人員專業能力內涵及培訓策略之研究. 國立彰化師範大學.
吳文榮. (2002). 高職實用技能班教師班級經營、家長教育態度與學生學習動機關係之研究。. 彰化師範大學.
李美枝, & 鍾秋玉. (1996). 性別與性別角色析論. 本土心理學研究, 6, 260-299.
李麗香. (2003). 國小教師創意教學與學生自我概念學習動機學習策略及學習成效之相關研究。. 國立高雄師範大學.
林安南. (2004). 公共職業訓練機構職訓從業人員專業能力分析研究. 國立高雄師範大學.
孫仲山. (1993). 我國職業訓練師資培育問題之研究., 臺灣師範大學.
孫志麟. (2003). 教師自我效能的概念與測量. 教師心理學報, 34(2), 139-156.
張春興. (1989). 張式心理學辭典. 台北: 東華.
鄭龍華. (2003). 我國資訊軟體人才培訓教師教學能力評量指標之研究., 國立台北科技大學.
顏世霖. (2003). 訓練方式與訓練講師對訓練成效影響之研究-以製造業為例. 國立成功大學.
Abrami, P. C., & d'Appollonia, S. (1999). Current concerns are past concerns. . American Psychologist, 54, 519-520.
Alliger, G. M., Tannenbaum, S. I., Jr, W. B., Traver, H., & Shotland, A. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50(2), 341.
Arbuckle, J., & Williams, B. D. (2003). Students' perceptions of expressiveness: Age and gender effects on teacher evaluations. Sex Roles, 49(9), 507-516.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Beere, C. A., King, D. W., Beere, D. B., & King, L. A. (1984). The Sex Role Egalitarianism Scale: A measure of attitudes toward equality between the sexes. Sex Roles, 10, 563-576.
Bem, S. L. (1974). The Measurement of psychological androgyny. Journal of consulting and clinical psychology, 155-162.
Brown, K. G. (2005). An examination of the structure and nomological network of trainee reactions: A closer look at "smile sheets". Journal of Applied Psychology, 90(5), 991-1001.
Burgoyne, J. G. (1993). The competence movement: Issues, stakeholders and prospects. Personnel Review, 22(6), 6-13.
Caudron, S. (2001). Become an idea agent. Training and Development, 55(10), 26-31.
Centra, J. A., & Gaubatz, N. B. (2000). Is there gender bias in student evaluations of teaching? Journal of Higher Education, 71(1), 17-33.
Christophel, D. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. . Communication Education, 39(323-340).
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85(5), 678.
d'Appollonia, S., & Abrami, P. C. (1997). Navigating student ratings of instruction. American Psychologist, 52, 1198-1208.
Deaux, K., & Kite, M. (1993). Gender Stereotypes. In F. L. Denmark & M. A. Paludi (Eds.), Psychology of women: Ahandbook of issues and theories (pp. 107-139): Westports, CT: Greenwood Press.
Dion, K. L., Berscheid, E., & Walster, E. (1972). What is beautiful is good. Journal of personality and social psychology, 24, 285-290.
Eagly, A. H. (1987). Sex differences in social behavior: A social-role interpretation. . Erlbaum, NJ: Hillsdale.
Elmore, P. B., & LaPointe, K. A. (1974). Effects of teacher sex and student sex on the evaluation of college instructors. Journal of Educational Psychology, 66, 386-389.
Elmore, P. B., & LaPointe, K. A. (1975). Effects of teacher sex and student sex and teacher warmth on the evaluation of college instructors. Journal of Educational Psychology 67, 368-374.
Feinberg, L. B., & Halperin, S. (1978). Affective and cognitive correlates of course performance in introductory statistics,. Journal of Experimental Education, 46(4), 11-18.
Field, T. W., Simpkins, W. S., Browne, R. K., & Rich, P. (1971). Identifying patterns of teacher behavior from student evaluations. Journal of Applied Psychology [PsycARTICLES], 55(5), 466.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Galbraith, M. W. (1998). Becoming an effective teacher of adults. In M. W. Galbraith (Ed.), Adult Learning Methods (pp. 3-19). Malabar: Krieger Publishing Company.
Gauld, D., & Miller, P. (2004). The qualifications and competencies held by effective workplace trainers. Journal of European Industrial Training, 28(1), 8-22.
Geber, B. (1995). Does training make a difference? Prove it! Training Magazine, 27-34.
Gliessman, D. H., Pugh, R. C., Brown, L. D., Archer, A. C., & Snyder, S. J. (1989). Applying a Research-Based Model to Teacher Skill Training. Journal of Educational Research, 83(2).
Grabowski, S. (1976 ). Training Teachers of Adults: Models and Innovative Programs. National Association for Public Continuing and Adult Education, Syracuse, NY.
Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998). Measuring individual differences in implicit cognition: The implicit association test. journal of personality and social psychology, 74, 1464-1480.
Griffiths, J.-M., & King, D. W. (1985). New directions in library and Information science education. Final report. N.Y: Knowledge Industry Publications.
Hicks, W. D., & Klimoski, R. J. (1987). Entry into training programs and its effects on training outcomes: A field experiment. Academy of Management Journal, 30(3), 542-552.
Howard, J. K., Raymond, A. N., & Chongwei, W. (2006). Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Personnel Psychology, 59(3), 665-702.
Jaccard, J., Turrisi, R., & Wan, C. K. (1990). Interaction effects in mulitiple regression.: Newbury Park, CA: Sage.
Jacobs, R. L. (1987). Human performance technology: A system-based field for the training and development profession. Ohio State University, Columbus, OH: National Center for Research in Vocational Education.
Kanfer, R. (1991). Motivation theory and industrial and arganizational psychology. In M. D. Dunnette & M. H. L (Eds.), Handbook of industrial and organizational psychology. (Vol. 1, pp. 75-170). Palo Alto: CA: Cousulting Psychologists Press.
Keller, J. M. (1983). Motivational design of instruction. . In C. M. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status. (pp. 86-91): Hillsdale, NJ: Erlbaum.
Kenny, D. A. (1993). A coming-of-age for research on interpersonal perception. Journal of Personality, 61(4), 789-807.
Kirkpatrick, L. D. (1959). Techniques for evaluating training program. Journal of The American Society of Training Directions, 13, 21-26.
Knowles, M. (1990). The adult learner: Houston, TX: Gulf.
Knowles, M. S. (1980). The Modern Practice of Adult Education from Pedagogy to Andragogy. Prentice-Hall, Englewood Cliffs, NJ.
Knox, A. B. (1979). Enhancing Proficiencies of Continuing Educators. In New Directions for Continuing Education.: NO.1 Jossey-Bass, San Francisco, CA.
Knox, A. B. (1986). Helping Adults Learn. Jossey-Bass, San Francisco, CA.
Leach, J. A. (1996). Distinguishing characteristics among exemplary trainers in business and industry. Journal of Vocational and Technical Education, 12(2), 5-18.
Lindeman, E. C. (1938). "Preparing leaders in adult education", speech to the Pennsylvania Association for Adult Education. In Brookfield (Ed.).
Locksley, A., Borgida, E., Brekke, N., & Hepburn, C. (1980). Sex stereotypes and social judgement. Journal of personality and social psychology, 39, 821-831.
Lynch, S. L. (1998). Worker survey shows training key to attracting, retaining talent. Associated Press.
Maier, N. R. F. (1973). Psychology in industrial organizations.: Boston: Houghton Mifflin.
Mathieu, J. E., & Martineau, J. W. (1997). Individual and situational influences in training motivation. In J. K. Ford, S. W. J. Kozlowski, K. Kraiger, E. Salas & M. S. Teachout (Eds.), Improving training effectiveness in organizations. (pp. 193-222). Hillsdala, NJ: Erlbaum.
Maurer, T. J., & Tarulli, B. A. (1994). Investigation of perceived environment, perceived outcome, and person variables in relationship to voluntary development activity by employees. Journal of Applied Psychology, 79(1), 3-14.
McHugh, M. C., & Frieze, I. H. (1997). The measurement of gender-role attitudes. (Vol. 21): Blackwell Publishing Limited.
Morgan, R. B., & Casper, W. J. (2000). Examining the factor structure of participant reactions to training: A multidimensional approach. Human Resource Development Quarterly, 11(3), 301-317.
Murray, H. G., Rushton, J. P., & Paunonen, S. V. (1990). Teacher personality traits and student instructional ratings in six types of university courses. Journal of Educational Psychology 82(2), 250-261.
Nieva, V. F., & Gutek, B. A. (1980). Sex Effects on Evaluation. Academy of Management Review, 5(2), 267-276.
Noe, R. A. (1986). Trainees' Attributes and Attitudes: Neglected Influences on Training Effectiveness. Academy of Management Review, 11(4), 736-749.
Noe, R. A., & Schmitt, N. (1986). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel Psychology, 39(3), 497-523.
Noe, R. A., & Wilk, S. L. (1993). Investigation of the factors that influence employees' participation in development activities. Journal of Applied Psychology 78(2), 291-302.
Noei, E. (1987). Motivation to learn: Conceptualisations and practicalities. British Journal of Educational Studies, 35(2), 129-148.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. . New York: McGraw-Hill.
Olson, S., & Pachnowski, L. (1998). An experience in preparing technical instructors for the virtual classroom: lessons learned. ATEA journal, 6-8.
Olson, S. J. (1994). Competencies of two-year college technical instructors and technical trainers: Similarities and differences. Journal of Industrial Teacher Education., 32(1).
Pinto, P. R., & Walker, J. W. (Artist). (1978). A study of professional training and development roles and. competencies
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. . In C. Ames & M. Maehr (Eds.), Advances in motivation and achievement: Motivation-enhancing environments. (Vol. 6, pp. 117-160): Greenwich, CT: JAI Press.
Quiñones, M. A. (1997). Contextual influences: On training effectiveness. In M. A. Quiñones & A. Ehrenstein (Eds.), Training for a rapidly changing workplace: Applications of psychological research. (pp. 177-199): American Psychological Association, Washington, DC
Raymond, A. N. (1999). Employee Training and Development.: McGraw-Hill.
Rudman, L. A. (1997). Gender and authority attitudes.Unpublished manuscript.
Rudman, L. A., & Kilianski, S. E. (2000). Implicit and Explicit Attitudes Toward Female Authority. Personality and social psychology bulletin 26, 1315-1328.
Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
Sczesny, S., Spreemann, S., & Stahlberg, D. (2006). Masculine = Competent? Swiss Journal of Psychology 65(1), 15-23.
Sparrow, P. R., & Pettigrew, A. M. (1987). Britain's Training Problems: The Search for a Strategic Human Resources Management Approach. (Vol. 26, pp. 109-127).
Spence, J. T., & Helmreich, R. L. (1972). The Attitudes Toward Women Scale: An objective instrument to measure attitudes toward the rights and roles of women in contemporary society. . JSAS: Catalog of selected documents in psychology, 2, 66-67.
Spencer, L. M. J., & Spencer, S. M. (1993). Competence at work: Models for superior performance. : New York: John Wiley & Sons.
Stolovich, H. (1999). Adult learning workshop. Paper presented at the Training 1999 Conference.
Swim, J., Borgida, E., Maruyama, G., & Myers, D. G. (1989). Joan McKay versus John McKay: Do gender stereotypes bias evaluations? Psychological Bulletin, 105(3), 409-429.
Tai, W.-T. (2006). Effects of training framing, general self-efficacy and training motivation on trainees' training effectiveness. Personnel Review, 35(1), 51-65.
Tannenbaum, S. I., Mathieu, J. E., Salas, E., & Cannon-Bowers, J. A. (1991). Meeting trainees' expectations: The influence of training fulfillment on the development of commitment, self-efficacy, and motivation. . Journal of Applied Psychology 76(6), 759-769.
Taylor, S. E., Peplau, L. A., & Sears, D. O. (1997). Social Psychology: Prentice-Hall
Thompson, K. D. (2001). Adult educator effectiveness with the training context: A study of trainee perception of effective trainer characteristics., The Graduate School of The University of Wyoming, Laramie, WY.
Towler, A. J., & Dipboye, R. L. (2001). Effects of trainer expressiveness, organization and trainee goal orientation on training outcomes. Journaof Applied Psychology, 86, 664-673.
Unger, R. K. (1976). Male is greater than female: The socialization of status inequality. Counseling Psychologist, 6, 2-9.
Warr, P., & Bunce, D. (1995). Trainee characteristics and the outcomes of open learning. Personnel Psychology, 48(2), 347-375.
Weichselbaumer, D. (2004). Is it sex or personality? The impact of sex stereotypes on discrimination in applicant selection. Eastern Economic Journal, 30(2), 159-186.
Wen-Chih, L., & Wei-Tao, T. (2006). Organizational justice, motivation to learn, and training outcomes. Social behavior and Personality, 34(5), 545-556.
Wlodkowski, R. (1993). Enhancing adult motivation to learn: a guide to improving instruction and increasing learner achievement. . San Fancisco, CA: Jossey-Bass