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研究生:羅宇萍
研究生(外文):Luo, Yuping
論文名稱:團隊社會閒散、團隊社會互賴、團隊情感氛圍及團隊學習表現之研究-探討觀光餐旅課程之學習團隊
論文名稱(外文):The relationships among team perceived social loafing, team perceived social interdependence, team affective tone and team learning performance – Exploring undergraduate tourism and hospitality course learning teams
指導教授:鄧之卿鄧之卿引用關係
指導教授(外文):Teng, chihching
口試委員:洪久賢胡夢蕾
口試日期:2012-08-18
學位類別:碩士
校院名稱:輔仁大學
系所名稱:餐旅管理學系碩士班
學門:民生學門
學類:餐旅服務學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:139
中文關鍵詞:知覺社會閒散團隊社會閒散團隊情感氛圍團隊學習表現
外文關鍵詞:Perceived social loafingTeam social interdependenceGroup affective toneTeam learning performance
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本研究之目的為探討觀光餐旅學習團隊之知覺社會閒散、團隊社會互賴、團隊情感氛圍與團隊學習表現之關係。團隊學習表現包含團隊團隊生產力(團隊自評其表現)與團隊學習成績(授課教師給予該學期各團隊整體表現之成績)兩個評量構面。本研究採用問卷調查法,以台灣四所學校之觀光餐旅課堂固定分組團隊為樣本進行調查,共計回收648份問卷,經排除遺漏值與無效樣本後,最終採用之樣本數為634份,共計153組團隊。研究結果發現知覺社會閒散對團隊情感氛圍與團隊學習表現有負向影響,亦發現團隊社會互賴對團隊情感氛圍與團隊學習表現有正向影響。此外,本研究確認了觀光餐旅學習團隊之知覺社會閒散、團隊社會互賴會透過團隊情感氛圍進而影響團隊生產力,顯示提升正向的團隊情感氛圍是影響團隊生產力的關鍵因素。然而,知覺社會閒散、團隊社會互賴並不會透過團隊情感氛圍進而影響團隊學習成績。研究建議未來觀光餐旅相關科系若以團隊為學習模式時,教師應注意各團隊內部之團隊情感氛圍或提升正向團隊情感氛圍。另外,團隊情感氛圍對團隊學習表現並無絕對的關係,真正影響團隊學習成績的是知覺社會閒散與團隊社會互賴。因此,教師應增加團隊內成員間的互動並提升其互動品質,且依團隊中個人表現差異給予個人成績,以避免閒散行為發生。
The purpose of this study was to explore the relationships among perceived social loafing, team social interdependence, group affective tone and team learning performance. This study used the course learning team in undergraduate tourism and hospitality courses as the analysis unit. Team learning performance is composed of team productivity and team grade. A questionnaire survey targeting tourism and hospitality undergraduate students was used to collect the team data from four universities in Taiwan. In total, 648 questionnaires were obtained, and 634 questionnaires which account for 153 learning team were used after deleted invalid questionnaires. The result shows there are negative correlations among perceived social loafing, group affective tone, and team learning performance. Moreover, team social interdependence was positively related to group affective tone and team learning performance. The results of this study confirmed that perceived social loafing and team social interdependence influence team productivity through group affective tone. However, group affective tone does not have mediating effect towards the relationship between perceived social loafing, team social interdependence and team grade. This suggests that teachers should pay more attention to the group affective tones in order to enhance over all team learning performance. Teachers should increase the interactions between team members and promote the quality of team interaction. Additionally, teachers should give individuals’ difference grades according to their individuals’ performance in order to decrease individuals’ perceived social loafing.
目錄
頁次
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 研究流程 6
第四節 名詞釋義 7
第二章 文獻探討 9
第一節 觀光餐旅課程與團體學習 9
第二節 知覺社會閒散(Perceived social loafing) 11
第三節 團隊社會互賴(Team social interdependence) 17
第四節 團隊情感氛圍(Group affective tone) 22
第五節 團隊學習表現(Team learning performance) 30
第六節 各變項之關係與假設推導 35
第三章 研究方法 39
第一節 研究架構 39
第二節 研究對象與抽樣方法 42
第三節 測量工具 43
第四節 資料分析方法 48
第四章 結果與討論 55
第一節 人口統計分析 55
第二節 資料加總正當性分析 57
第三節 量表品質評估 59
第四節 知覺社會閒散、團隊社會互賴、正向團隊情感氛圍與團隊學習表現模式之驗證 62
第五節 不同背景之知覺社會閒散、團隊社會互賴、團隊情感氛圍與團隊學習表現之差異 110
第六節 討論 114
第五章 結論與建議 118
第一節 研究結論 118
第二節 研究建議 120
參考文獻 122
附件壹 團隊問卷 136


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