臺灣博碩士論文加值系統

　　科技不斷快速發展，經濟環境的變遷，促進產業型態改變，企業面臨全球化之競爭。企業為了因應內外在環境之挑戰與考驗，讓產業能夠持續蓬勃發展，必須加速提昇創新及競爭能力。對企業而言員工是最重要的資產，因為員工能力與素質會影響企業的績效表現，因此員工在企業內的角色是最具關鍵的，故一般企業要維持競爭優勢，教育訓練的實施是最佳且為必要的途徑。
　　訓練成效常取決於人格特質、自我效能、學習動機、訓練方式、訓練環境…等因素，但綜觀目前國內的學者多僅針對單一向度探討學習動機及訓練成效，鮮少研究員工的人格特質及自我效能，本研究以台南科學工業園區員工為樣本，進行員工人格特質、自我效能、學習動機及訓練成效四大因素作相關分析及探討。
　　本研究採用文獻分析、問卷調查進行研究。首先，經由文獻探討，分析瞭解員工的人格特質、自我效能、學習動機及訓練成效的意義、理論、相關實證研究與各構面關係，作為本研究之理論基礎架構。再依據上述基礎編制研究工具進行問卷調查。研究結果發現如下：
一、女性員工在人格特質中的嚴謹性顯著上大於男性。
二、員工人格特質中的嚴謹性對訓練成效有顯著影響。
三、員工的人格特質中的神經質、外向性、親和性及嚴謹性對自我效能有顯著影響。
四、員工的自我效能對學習動機有顯著影響。
五、員工的自我效能對訓練成效有顯著影響。
六、員工的學習動機對訓練成效有非常顯著影響。

　　Science and technology is moving forward constantly, the changing economic environment push the industry to change. As the whole industry grows continuously, the enterprise has to face the internal and external challenges and competitions. The staffs are the most important assets to enterprise and are also playing the key role for the enterprise. The staff's’ ability and quality will influence the performances of enterprises. Enterprise can maintain high competitive advantage through education and training.
　　Training effectiveness results are often influenced by personality traits, self-efficacy, learning motivation, and training methods as well as the training environment. This study conducted and survey on employees of companies in Tainan Science Park to investigate relationship among those variables. The findings are as follows:
1. The female employees are more conscientious than male employees.
2. The conscientiousness of personality traits of the employees has significant influence on training effectiveness.
3. Neuroticism, extraversion, agreeableness and conscientiousness in personality traits has significant influence on self-efficacy for the employees.
4. Employee's self-efficacy has significant influence on the learning motivation.
5. Employee's self-efficacy has significant influence on training effectiveness.
6. Learning motivation has significant influence on the training effectiveness for the employees.

目錄
中文摘要 　　 I
Abstract（英文摘要） II
目錄 　 III
表目錄 V
圖目錄 VI
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 研究範圍與限制 3
第四節 研究流程 3
第二章 文獻探討 4
第一節 人格特質 4
第二節 自我效能 9
第三節 學習動機 10
第四節 訓練成效 14
第五節 人格特質、自我效能、學習動機及訓練成效變數間之相關性 19
第三章 研究方法 20
第一節 研究架構 20
第二節 研究假設 21
第三節 研究變數及操作型定義 21
第四節 問卷設計及抽樣方式與信度分析 23
第五節 資料分析方法 26
第四章 研究結果與討論 29
第一節 樣本特性描述 29
第二節 各研究變項之描述性分析 30
第三節 個人屬性與各研究變項之關係 32
第四節 各研究變項之影響性分析 33
第五節 線性結構模式整體配適度分析 40
第六節 小結 41
第五章 研究結論與建議 43
第一節 研究結論 43
第二節 研究建議 45
參考文獻 47
一、中文部分 47
二、英文部分 49
附錄　研究問卷 55
表目錄
表2-1人格特質的定義 5
表2-2人格特質之分類表 7
表2-3五大人格特質之特徵分類表 8
表2-4自我效能的定義 9
表2-5動機的定義 11
表2-6訓練成效的定義 14
表2-7訓練成效評估的模式 16
表2-8 Kirkpatrick四個層次評估模式 18
表3-1五大人格特質各構面題號 22
表3-2前測問卷量表信度與效度分析之結果24
表3-3預計問卷發表 25
表3-4問卷回收狀況表 25
表3-5正式問卷量表信度與效度分析之結果25
表4-1個人統計變項次數分配表 30
表4-2各研究變項之敘述統計分析 32
表4-3不同性別在各研究變項上之差異 33
表4-4人格特質對訓練成效之迴歸分析(強迫進入變數法) 35
表4-5人格特質對自我效能之迴歸分析(強迫進入變數法) 36
表4-6自我效能對學習動機之迴歸分析(強迫進入變數法) 37
表4-7自我效能對訓練成效之迴歸分析(強迫進入變數法) 38
表4-8學習動機對訓練成效之迴歸分析(強迫進入變數法) 40
表4-9 LISREL模型配適度分析 41
表4-10研究假設驗證結果 41
圖目錄
圖1-1本研究之研究流程 3
圖3-1 研究架構 20
圖4-1 線性結構模型 40

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