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研究生:楊怡婷
研究生(外文):Yi-Ting Yang
論文名稱:知覺他人創意期待對創意教學表現的影響:創意自我效能的中介效果與內部任務動機的調節效果
論文名稱(外文):The Impect of Perceived Others’ Creative Expectation on Creative Teaching Performance: The Mediating Effect of Creative Self-Efficacy and The Moderating Effect of Internal Task Motivation.
指導教授:陳玉樹陳玉樹引用關係
指導教授(外文):Yu-Shu Chen
學位類別:碩士
校院名稱:國立中正大學
系所名稱:高齡者教育所
學門:教育學門
學類:成人教育學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:82
中文關鍵詞:知覺他人創意期待創意教學表現創意自我效能內部任務動機調節的中介模式
外文關鍵詞:perceived others’ creative expectationcreative teaching performancecreative self-efficacyinternal task motivation
相關次數:
  • 被引用被引用:13
  • 點閱點閱:1005
  • 評分評分:
  • 下載下載:269
  • 收藏至我的研究室書目清單書目收藏:7
創意教學表現是教師所展現的教學創新行為,本研究以成人教育機構之成人教師為研究對象,以社會認知理論與畢馬龍效應為理論基礎,目的在探討成人教師知覺他人創意期待與創意教學表現關係間,創意自我效能之中介效果,並檢驗內部任務動機在此模式中的調節效果。本研究採問卷調查法,共得成人教師與其授課之成人學習者配對問卷211份,以階層迴歸檢定調節的中介模式,研究結果如下:(1)知覺他人創意期待會正向影響創意教學表現,(2)知覺他人創意期待會正向影響創意自我效能,(3)創意自我效能會正向影響創意教學表現;顯示本研究結果支持創意自我效能對知覺他人創意期待對創意教學表現關係具部份中介效果。另外(4)內部任務動機對知覺他人創意期待與創意自我效能的關係並未產生調節效果,(5)內部任務動機對創意自我效能與創意教學表現的關係並未產生調節效果;顯示本研究提出之調節的中介模式並不成立。最後根據研究結果討論,提出理論與實務上的意涵,以供未來研究與成人教學者之參考。
The creative teaching performance is the teaching innovation behavior that teachers unfold. The teachers of adult education organizations are researched by this study with the social cognition theory and the Pygmalion effect as the base theory, in order to, discussing the mediating effect of creative self-efficacy between the adult teacher perceived others’ creative expectation and the creative teaching performance relations, and examine the moderation effects of internal task motivation in this research model. For adopting the method of questionnaire inquiry, survey data pair 211 questionnaires, including the adult teachers and their adult students, and those are analyzed by the moderated mediation model with hierarchical regression. The study findings are as follows: (1) perceived others’ creative expectation had significant positive effects on creative teaching performance, (2) perceived others’ creative expectation had significant positive effects on creative self-efficacy, (3) the creative self-efficacy had significant positive effects on creative teaching performance; it demonstrated that those findings support creative self-efficacy to perceived others’ creative expectation had the partial mediated effects on the creative teaching performance relations. Moreover, (4) the internal task motivation had non-significant effects on the relations of perceived others’ creative expectation and the creative self-efficacy, (5) the internal task motivation had non-significant effects on the relations of creative self-efficacy and the creative teaching performance; it demonstrated that this research didn’t support the internal task motivation in the moderated mediation. To sum up, according to the discussions of study results, I advanced the theory and the practical purport to be the reference material for the future researchers and adult teachers.
誌謝...............................i
中文摘要.............................ii
英文摘要.............................iii

目次...............................iv
表次...............................vi
圖次...............................vii

第一章 緒論...........................1
第一節 研究背景.......................1
第二節 研究問題的敘述....................3
第三節 研究目的.......................6
第四節 研究的重要性.....................7

第二章 文獻探討.........................9
第一節 社會認知理論.....................9
第二節 畢馬龍效應......................18
第三節 重要變項.......................22
第四節 研究假設推演.....................32
第五節 研究概念模式.....................45

第三章 研究方法.........................46
第一節 研究程序與對象....................46
第二節 變項測量.......................49
第三節 資料分析.......................54

第四章 研究結果.........................56
第一節 敘述性統計......................56
第二節 中介效果檢定.....................57
第三節 調節的中介效果檢定..................59

第五章 討論與建議........................62
第一節 研究結果討論.....................62
第二節 理論及實務意涵....................68
第三節 研究限制與後續研究建議................70

參考文獻.............................73
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