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研究生:潘姵君
研究生(外文):Pei-Chun Pan
論文名稱:碩士生與指導教授師徒關係的研究-在學習滿意、情感交流、及職涯諮商上的效果
論文名稱(外文):A STUDY ON THE MENTORING RELATIONSHIP BETWEEN GRADUATE STUDENTS AND ADVISORS-THE EFFECTS ON LEARNING SATISFACTION, AFFECTION INTERFLOW, AND CAREER CONSULTATION
指導教授:林南宏林南宏引用關係
指導教授(外文):Prof.Nan-Hong Lin
口試委員:林南宏
口試委員(外文):Prof.Nan-Hong Lin
口試日期:2009-07-15
學位類別:碩士
校院名稱:大同大學
系所名稱:事業經營學系(所)
學門:商業及管理學門
學類:企業管理學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
論文頁數:157
中文關鍵詞:職涯諮商情感交流學習滿意師徒關係
外文關鍵詞:Affection InterflowLearning SatisfactionMentoring RelationshipCareer Consultation
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師徒關係是組織裡的資深者將資淺者帶在身邊,為其提供職能、心理建議及諸多協助之關係。其來源可追溯至希臘詩人荷馬的著作「奧賽德」,內容講述奧賽德國王在出征時將其子託付給Mentor代為教養、保護及指導,使Mentor與其子之間發展出亦師亦友的關係。從古至今,師徒關係無論是在東方或西方文化裡皆有一些代表事例。例如,東方文化中最具代表性的是孔子與七十二門生,在西方文化中則有蘇格拉底及柏拉圖等,這些例子都足以說明師徒關係的存在及其影響。然而,過去師徒關係的研究大都集中在職場環境中,且都以徒弟的觀點來看待師徒功能,就本研究所知,迄今尚未有以師徒雙方的對偶資料來做研究以探討此一功能的成效。
本研究突破過去在師徒關係研究上的不足,以問卷調查法針對台北市某私立都會型大學中,有指導碩士班學生論文經驗的助理教授級以上老師以及在學的兩個年級的碩士班學生進行實證研究,分別對老師及學生發出一百五十份及六百六十五份問卷,歷經兩個月內的追蹤催收後,回收後的有效問卷數分別為八十三份及四百一十三份問卷。資料分析採用Amos 6.0對有效樣本進行整體結構模型分析並利用SPSS14.0 作敘述統計計算。
本研究發現指導教授與碩士班學生的師徒功能認知會正向影響彼此的情感交流及職涯諮商;師徒關係的情感交流會正向影響碩士班學生的學習滿意。而本研究與以往研究不同的是:在「師徒功能認知上,指導教授與碩士班學生的工具性功能認知高過社會心理功能認知及網路建構的功能認知」。這點可從國內碩士學位的獲得必需以完成碩士論文為要件來瞭解。有別於歐美碩士教育的養成只需完成規定學分或參與指定的研討會,國內碩士教育仍是傳統的研究所學習,以理論發展及應用研究為主軸,再加上教授們所面臨到的教師評鑑及升等壓力,指導碩士論文無疑可做為教授自己的發表能量,因此造成研究所教育務實導向,亦即重視教授的指導功力。其次,師徒雙方必需在認知師徒功能有所彰顯下,才會對情感交流及職涯諮商有正向的影響。換言之,唯有在師徒關係的正式建立並功能充份運作下,師生雙方才會感受到情感交流的正面提升,也才會導致雙方願就學生未來的前途規劃做進一步的諮商。最後,情感交流在影響學生的學習滿意上扮演中介效果證明了指導教授的尊重、關懷、分享、與鼓勵會影響碩士生對其學習環境的正面態度,進而增進其學習成效。
Mentoring relationship is a relationship in which a junior staff member is attached to a senior person in the organization, and receives job skills and mental training and a great deal of help. The origin is from the well-known Greek Homer’s epic, The Odyssey, where the hero Odysseus entrusted his son to the credible friend Mentor for protection and education while he was going to fight the Trojan War. Then it made for a relationship that Mentor was like both a teacher and a friend to his son. Afterward, a mentoring relationship, no matter if in eastern or western culture, has had some typical examples. For instance, Confucius and his 72 disciples are in eastern culture, and philosophers Socratic and Plato are in western culture. These examples are enough to explain the existence and impact of the mentoring relationship. However, most existing research on the mentoring relationship has been set in a career environment and usually discusses the mentoring relationship from the student’s perspective to see how the mentoring function works. From the survey done for this study, there is no research discussing the effects of the mentoring relationship from both sides until now.
This study is to make a breakthrough in the lack of the existing research on the mentoring relationship through field surveys by using the questionnaire survey. All the assistant professors and professors which had experience in thesis mentoring, and the first and second year graduate students were surveyed in one of the private universities in Taipei. There were a total of 150 and 665 questionnaires distributed to teachers and students, respectively, after two months tracing and collecting, the retrieved qualified questionnaires are 83 and 413, respectively. Data Analysis of this study was conducted through the AMOS 6.0 Structural Equation Modeling Analysis and SPSS14.0 was used for the registration of information and descriptive statistics calculation.
This study finds that the recognition of the mentoring function among the mentoring professor and the master’s students will positively affect career consultation and affection interflow; the affective interflow among the mentoring professor and the master’s students will positively influence the level of learning satisfaction of the latter. First, one different point of this study from the previous research is that “On the recognition of the mentoring function, the mentoring professor’s and the master’s students’ recognition of the instrument function are higher than the recognition of the psychosocial and networking functions.” The point we can realize from this is that the domestic education for the master’s is required by completing the thesis. This is different from the European and American education for the master’s. They are required to get the fixed academic credits and join the specified seminars. The domestic education for a master’s is still a typical traditional learning of graduate school, focusing on theory development and application. In addition, professors face stresses from evaluation and promotion, and they can get the points for promotion by publishing papers abstracted from the students’ theses that they guided. Therefore, it makes the education for the master’s trend to practical orientation that is the professors’ advising capacity is respected. Second, both teachers and students must believe in the mentoring function strongly, and then the affection interflow and career consultation will be influenced positively. In other words, when only the mentoring relationship exists and works well, both teachers and students will get the positive affection interflow, and also students will have career consultations further from the teachers. Finally, affection interflow has the mediating effect on the learning satisfaction of the students, it proves that a professor’s respect, concern, sharing, and encouragement will influence a student’s attitudes for the learning environment and further increase its effects on learning.
目錄 i
表目錄 iii
圖目錄 iv
第一章 緒論 1
第一節 研究背景 1
第二節 研究動機 2
第三節 研究目的 4
第四節 研究流程 5
第二章  文獻探討 6
第一節 師徒關係的概念 6
第二節 師徒功能之社會心理功能、工具性功能及網路建構功能 8
第三節 學習滿意 9
第四節 情感交流 11
第五節 職涯諮商 13
第三章 研究方法 15
第一節 研究架構 15
第二節 研究假設 16
第三節 變數的操作性定義 20
第四節 研究設計 24
第五節 資料分析方法 25
第四章 資料分析 27
第一節 敘述統計分析 27
第二節 研究變數衡量 29
第三節 結構方程模式分析 36
第四節 假設檢定 40
第五章 結論與建議 41
第一節 研究結論 41
第二節 管理意涵 45
第三節 研究限制與未來研究建議 47
參考文獻 50
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