跳到主要內容

臺灣博碩士論文加值系統

(3.235.56.11) 您好!臺灣時間:2021/07/29 04:59
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:陳韋頻
研究生(外文):Wei-Pin Chen
論文名稱:科技大學碩士班學生學術自我效能、人格特質與專業知識分享意圖關係之研究
論文名稱(外文):A Study of the Relationship Among Academic Self-Efficacy, Personality Traits and Knowledge Sharing Intention for Graduate Students at University of Technology
指導教授:張仁家張仁家引用關係
指導教授(外文):Jen-Chia Chang
口試委員:林烘煜林宜玄
口試委員(外文):Hung-Yu LinYi-Shyuan Lin
口試日期:2012-07-31
學位類別:碩士
校院名稱:國立臺北科技大學
系所名稱:技術及職業教育研究所
學門:教育學門
學類:綜合教育學類
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:97
中文關鍵詞:學術自我效能人格特質知識分享意圖
外文關鍵詞:Academic Self-EfficacyPersonality TraitsKnowledge Sharing Intention
相關次數:
  • 被引用被引用:6
  • 點閱點閱:497
  • 評分評分:
  • 下載下載:108
  • 收藏至我的研究室書目清單書目收藏:4
本研究旨在探討科技大學碩士班學生學術自我效能、人格特質與專業知識分享意圖之關係。採用問卷調查法,以100學年科技大學日間部碩士班學生(不含在職專班、產業研發碩士專班)為對象,採分層比例叢集抽樣,共計發放779份問卷,有效問卷526份,有效回收率67.5%。統計方法採用次數分配與百分比、平均數與標準差、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關以及階層迴歸分析,獲致以下結論:
一、有工讀(作)經驗科技大學日間碩士班學生之學術自我效能顯著高於沒有工讀(作)經驗者。
二、有實習經驗科技大學日間碩士班學生之學術自我效能與專業知識分享意圖顯著高於沒有實習經驗者。
三、科技大學日間碩士班學生外向性、親和性、勤勉謹慎性與開放學習性等人格特質的傾向程度愈高,其學術自我效能的程度與專業知識分享意圖愈高。
四、科技大學日間碩士班學生神經質人格特質的傾向程度愈高,其學術自我效能的程度與專業知識分享意圖愈低。
五、科技大學日間碩士班學生學術自我效能程度愈高,其專業知識分享意圖愈高。
六、科技大學日間碩士班學生之神經質人格特質會減弱學術自我效能對專業知識分享意圖的影響。
依據研究發現與結論,提出具體建議,以供學校、教師、學生與後續研究者參考。

The study aimed to investigate the relationship among academic self-efficacy, personality traits and knowledge sharing intention for graduate students at university of technology in Taiwan. Questionnaire survey was adopted and objective was targeted on graduate students of university of technology in 100 session (excluding On-the-Job Master Program and Industrial Technology R & D Master Program). Students were selected by stratified cluster sampling, 779 copies of questionnaire were issued, 526 copies were valid and the effective response rate was 67.5%. The data was analyzed by frequency, percentage, mean, standard deviation, dependent sample t-test, indenpedent sample t-test, one-way ANOVA, Pearson’s product-moment correlation and multiple regression analysis. The conclusions drawn from the results are as following:
1.Graduate students at university of technology who have work experience are significantly higher in academic self-efficacy than those without work experience.
2.Graduate students at university of technology who have internship experience are significantly higher in academic self-efficacy and knowledge sharing intention than those without internship experience.
3.Graduate students at university of technology with higher level on extraversion, agreeableness, conscientiousness and openness have much more intention to share knowledge.
4.Graduate students at university of technology with higher level on neuroticism have much less intention to share knowledge.
5.Graduate students at university of technology with higher level on academic self-efficacy have much more intention to share knowledge.
6.Neuroticism has moderating effect on the relationship between academic self-efficacy and knowledge sharing intention, it weakens the relationship above.
Based on the conclusions of the study, forward suggestions are provided for schools, teachers, students and future researchers.

摘 要i
ABSTRACTiii
目 錄v
表 次vii
圖 次ix
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與待答問題4
第三節 研究方法與步驟5
第四節 研究範圍與限制8
第五節 名詞釋義9
第二章 文獻探討11
第一節 學術自我效能的意涵及相關研究11
第二節 人格特質的意涵及相關研究19
第三節 知識分享意圖的意涵及相關研究24
第四節 自我效能、人格特質與知識分享意圖的相關研究30
第三章 研究設計與實施33
第一節 研究架構33
第二節 研究假設34
第三節 研究對象與取樣35
第四節 研究工具37
第五節 實施程序39
第六節 資料處理與統計分析41
第四章 資料分析與討論43
第一節 樣本特性分析43
第二節 學術自我效能、人格特質與專業知識分享意圖之現況與差異分析44
第三節 學術自我效能、人格特質與專業知識分享意圖之相關分析61
第四節 人格特質對學術自我效能與專業知識分享 意圖之調節效果63
第五節 研究假設考驗結果66
第五章 結論與建議67
第一節 結論67
第二節 建議70
參考文獻75
附錄一 原始量表(外文)87
附錄二 正式問卷91
附錄三 學術自我效能量表授權書95

壹、中文部份
王如哲(2002)。知識經濟時代的學校競爭力。台灣教育,613,11-19。
王姿云(2009)。組織氣候、自我效能、預期成果對知識分享意圖與行為之影響-以社會認知理論探討。國立成功大學管理學院碩士在職專班碩士論文,未出版,臺南市。
行政院經濟建設委員會(2000)。知識經濟發展方案。2011年11月25日,取自http://theme.cepd.gov.tw/cepd_plan/att/01/知識經濟發展方案.pdf
何幸娟(2009)。以計劃行為理論探討企業員工知識分享意圖與行為。國立成功大學企業管理研究所碩士論文,未出版,臺南市。
吳佳玲(2009)。私立技職院校應屆畢業生人格特質與職業選擇之研究,南台學報,34(3),119-134。
吳明隆(2009)。SPSS操作與應用:問卷統計分析實務。台北:五南。
吳盛、林東清(2007)。以計劃行為理論探討資訊人員的知識分享行為。資訊管理學報,14(2),75-110。
李尹暘、林曉佩、林君怡(2007)。自我效能理論之分析與應用。澄清醫護管理雜誌,3(2),46-52。
李水源、吳純純、張世彗(2001)。國民中小學身心障礙資源班教師的自我效能暨其相關因素之研究。臺北市立師範學院學報,32,569-586。
李雯娣(2000)。國小兒童性格特質之研究。屏東師範學院國民教育研究所碩士論文,未出版,屏東市。
車先蕙、李璨如、帥文慧、陳正文、張明玲(譯)(2004)。人格理論(原作者:D. Schultz & S. E. Schultz)。臺北市:揚智文化。(原著出版年:1998)

阮媺涵(2009)。以社會認知理論觀點探討社會支持及社會資本對知識分享行為之影響。國立成功大學經營管理碩士學位學程碩士論文,未出版,臺南市。
周少凱、劉松益、飛玉萍(2005年11月)。國家文化、人格特質與工作價值觀對知識分享意願關係。國立勤益科技大學第五屆管理學術研討會,臺中。
周俊豪(2007)。國中生學習自我效能、對科學的態度及人格特質對學習成效影響之研究:以浮力單元為例。國立高雄師範大學物理學系碩士論文,未出版,高雄市。
周惠莉(2003)。五大人格特質、性別角色與轉換型領導關聯性之研究。中原大學企業管理學系碩士學位論文,未出版,桃園縣。
林孟鋒(2006)。以人格特質與組織文化探討高科技產業內知識分享及組織績效之研究。朝陽科技大學資訊管理系碩士論文,未出版,臺中市。
林宗鴻(譯)(2003)。人格心理學(原作者:J. M. Burger)。臺北市:揚智文化。(原著出版年:1997)
林東清(2007)。知識管理。臺北市:智勝文化。
林彩雲(2010)。台中市國小教師組織承諾、自我效能與知識分享之關係研究。東海大學教育研究所碩士論文,未出版,臺中市。
徐正時(2011)。臺中市國民中學教師知識分享意願及行為之研究。國立臺中教育大學教育學系碩士論文,未出版,臺中市。
高申春(2001)。人性輝煌之路-班度拉的社會學習理論。臺北:貓頭鷹。
康力文(2008)。高中生學習學習幸福感、學校生活適應與學習自我效能關係之研究。國立高雄師範大學教育學系碩士論文,未出版,高雄市。
張仁家(2001)。因應知識經濟時代的技職教育發展策略與方針。臺灣教育,601,51-56。
張玉文、羅耀宗(譯)(2007)。杜拉克精選:創新管理篇(原作者:Peter F. Drucker)。臺北市:天下遠見。(原著出版年:2005)
張春興(1995)。張氏心理學辭典。台北:東華書局。
教育部(2003)。促進高等教育國際競爭力專案報告。2011年11月16日,取自http://www.edu.tw/content.aspx?site_content_sn=1688
教育部(2011)。大專校院學校數及學生數。2011年11月26日,取自http://www.edu.tw/files/site_content/B0013/overview02.xls
許庭銓(2010)。自我效能與利他主義對大學專題知識分享之影響。嶺東科技大學經營管理研究所碩士論文,未出版,臺中市。
郭欣易(2000)。人格特質與激勵偏好、工作態度、工作表現之相關性研究。世新大學觀光事業研究所,未出版,臺北。
陳育樹(2010)。以五大人格特質為因子探討保險從業人員知識分享意願-以南山人壽為例。僑光科技大學資訊科技研究所碩士論文,未出版,臺中市。
陳惠玉(2005)。大學生人格特質與職業興趣關係之研究。大葉大學教育專業發展研究所碩士論文,未出版,彰化縣。
黃秀媛(譯)(2001)。杜拉克精選:社會篇(原作者:Peter F. Drucker)。臺北市:天下遠見。(原著出版年:2000)
黃家齊、蔡達人(2003)。團隊多元化與知識分享、知識創造及創新績效。臺大管理論叢,13(2),233-280。
黃富順(2001)。知識社會與成人教育。2011年11月24日,取自http://www.mss-mllc.com/aepmacau/theme/doc1_01.htm
黃勢民(2004)。國民小學教師知識分享及其影響因素之研究。國立臺北師範學院教育政策與管理研究所碩士論文,未出版,臺北市。
黃榮懷(2004)。知識經濟時代的學校教育。生活科技月刊,37(1),57-63。
楊政學(2005)。知識管理學理與實證。臺北:揚智文化。
楊國樞(1993)。中國人的心理與行為:理念與方法篇。臺北:桂冠圖書。
楊智傑(2002)。知識社會中公務人力之專業成長。2011年11月24日,取自http://www.ncsi.gov.tw/06_publications/02_overdue.asp#

楊朝祥(2007)。知識人生-知識社會中的學習策略。2011年11月24日,取自http://www.art.ntou.edu.tw/masters/download/961/20071122.ppt
雷敏君(2001)。多元智慧教學對學生自然科學習自我效能之影響。國立臺北師範學院數理教育研究所碩士論文,未出版,臺北市。
廖述賢(2007)。知識管理。臺北市:雙葉書廊。
廖述賢、費吳琛、王儀雯(2005年05月)。信任關係、工作滿足與知識分享關聯性之研究。科際整合管理研討會,臺北。
廖顯能(2003)。雲林縣國中學生網路遊戲自我效能與學習自我效能之研究。國立中正大學教育研究所碩士論文,未出版,嘉義縣。
劉克明(2011)。教育界領袖提出評量研究生教育品質的全球聲明。2011年11月24日,取自http://epaper.heeact.edu.tw/archive/2011/01/01/3921.aspx
劉京偉(譯)(2000)。知識管理的第一本書(原作者:Arthur Andersen Business Consulting)。臺北市:商周。(原著出版年:1999)
劉雯中(2005)。動機與人格特質對知識分享影響之研究—以非營利組織社福慈善基金會為例。國立臺北大學合作經濟學系碩士論文,未出版,臺北市。
潘佩苓(2011)。中等學校餐飲科教師人格特質、工作滿意度與組織承諾關係之研究。朝陽科技大學休閒事業管理系碩士論文,未出版,臺中市。
蔣立琦、郭雅雯、林綽娟(2004)。自我效能之概念分析。護理雜誌,51(2),67-72。
蔡佳妏(2005)。壽險業企業內部講師人格特質與情感型信任對知識分享影響之研究。國立彰化師範大學商業教育學系碩士論文,未出版,彰化市。
蔡順良(2008)。青少年多向度自我效能量表編製與驗證。教育心理學報,39,105-126。
鄭仁偉、黎士群(2001)。組織公平、信任與知識分享行為之關係性研究。人力資源管理學報,1(2),69-93。
蕭錫錡(2011)。落實課程規劃強化技職校院務實致用教育目標。技術及職業教育季刊,1(1),33-43。
薛秀宜、陳利銘、洪佩圓(2006)。人格理論新紀元:人格五因素模式之測驗工具與其研究應用。研習資訊,23(1),109-118。
邊玉芳(2004)。學習自我效能感量表的編制。心理科學,27(5),1218-1222。

貳、英文部份
ABESHA, A. G. (2012). Effects of parenting styles, academic self-efficacy, and achievement motivation on the academic achievement of university students in Ethiopia. (Unpublished doctoral dissertation, Edith Cowan University, Australia). Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1461&context =theses
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Process, 50, 179-211.
Ajzen, I. (2006). TPB Diagram. Retrieved June 12, 2012 from http://people. umass.edu/aizen/tpb.diag.html
Ajzen, I. (2011). The theory of planned behaviour: Reactions and reflections. Psychology and Health, 26(9), 1113-1127.
Alajmi, B. M. (2011). The intention to share: Professionals'' knowledge sharing behaviors in online communities. (Unpublished doctoral dissertation, The State University of New Jersey). Retrieved from http://mss3.libraries.rutgers.edu/dlr/ showfed.php?pid=rutgers-lib:33558
Allport, G. W. (1961). Pattern and Growth in Personality. New York: Holt, Rinehart & Winston.
Ayiku, T. Q. (2005). The relationships among college self-efficacy, academic self-efficacy, and athletic self efficacy for African American male football players. (Unpublished master thesis, University of Maryland). Retrieved from http://drum.lib.umd.edu/bitstream/1903/2701/1/umi-umd-2629.pdf
Bandura, A. & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy and Research, 1(4), 287-310.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (Vol. 4, pp. 307-336). Greenwich, CT: Information Age Publishing.
Bock, G. W., & Kim, Y. G. (2002). Breaking the myths of rewards: An exploratory study of attitudes about knowledge sharing. Information Resources Management Journal, 15(2), 14-21.
Bock, G. W., Zmud, R. W., Kim, Y. G., & Lee, J. N. (2005). Behavioral intention formation in knowledge sharing examining the roles of extrinsic motivators, social-psychological forces, and organizational climate. MIS Quarterly, 29(1), 87-111.
Bong, M. (1997). Generality of academic self-efficacy judgments:Evidence of hierarchical relations. Journal of Educational Psychology, 89(4), 696-709.
Burger, C. J., Raelin, J. A., Reisberg, R. M., Bailey, M. B., & Whitman, D. (2010, April). Self-efficacy in female and male undergraduate engineering students:Comparisons among four institutions. Paper presented at American Society of Engineering Education Southeastern Section Annual Conference, Mississippi. Abstract retrieved from http://155.225.14.146/asee -se/proceedings/ ASEE2010/Papers/PR2010Bur184.PDF
Cabrera, A., Collins, W. C., & Salgado, J. F. (2006). Determinants of individual engagement in knowledge sharing. International Journal of Human Resource Management, 17(2), 245-264.
Cattell, R. B. (1943). The description of personality: Basic traits resolved into clusters. The Journal of Abnormal and Social Psychology, 38(4), 476-506.
Cattell, R. B. (1950). Personality: A systematic, theoretical, and factual study. New York: Mcgraw-Hill.
Cho, N., Li, G. Z., & Su, C. -J. (2007). An empirical study on the effect of individual factors on knowledge sharing by knowledge type. Journal of Global Business and Technology, 3(2), 1-15.
Choi, N. (2004). Sex role group differences in specific, academic, and general self-efficacy. The Journal of Psychology, 138(2), 149-159.
Chow, W. S., & Chan, L. S. (2008). Social network, social trust and shared goals in organizational knowledge sharing. Information & Management, 45, 458-465.
Costa, P. T., Jr., & McCrae, R. R. (1989). The NEO-PI/NEO-FFI manual supplement. Odessa, FL: Psychological Assessment Resources.
Donnellan, M. B., Oswald, F. L., Baird, B. M., & Lucas, R. E. (2006). The mini-IPIP scales: Tiny-yet-effective measures of the Big Five factors of personality. Psychological Assessment, 18, 192-203.
Endres, M. L., Endres, S. P., Chowdhury, S. K., & Alam, I. (2007). Tacit knowledge sharing, self-efficacy theory, and application to the open source community. Journal of Knowledge Management, 11(3), 92-103.
Ferla, J., Valcke, M., & Yonghong, C. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Difference, 19, 499-505.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. MA: Addison-Wesley.
Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14, 92-115.
Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14, 92-115.
Guilford, T. P. (1959). Personality. New York: Mcgraw-Hill.
Gupta, B. (2008). Role of personality in knowledge sharing and knowledge acquisition behavior. Journal of the Indian Academy of Applied Psychology, 34(1), 143-149.
Hendriks, P. (1999). Why share knowledge? The influence of ICT on the motivation for knowledge sharing. Knowledge and Process Management, 6(2), 91-100.
Heslin, P. A., & Klehe, U. C. (2006). Self-efficacy. In S. G. Rogelberg (Ed.), Encyclopedia of Industrial / Organizational Psychology (Vol. 2, pp. 705-708). Thousand Oaks: Sage.
Holloway, A. (2011). Exploring the influence of survey item order and personality traits on perceived-crowding and recreational-satisfaction in an urban park environment. (Unpublished master thesis, Arizona State University). Retrieved from http://repository.asu.edu/items/8907
Hu, W. W. (2010, November). Self-efficacy and individual knowledge sharing. Paper presented at International Conference on Informational Management, Innovation Management and Industrial Engineering, Yunnan. Abstract retrieved from http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?tp=&arnumber=5694600
Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. ETR & D, 48(2), 5–18.
Kemer, G. (2006). The role of self-efficacy, hope, and anxiety in predicting university entrance examination scores of eleventh grade students. (Unpublished master thesis, Middle east technical university, Turkey). Retrieved from http://www.pegem.net/dosyalar/dokuman/121402-2011062916358-10202.pdf
Kokavcova, Dagmar, & Theodoulides, Lena. (2010, March). The knowledge sharing as a main phenomenon of learning process. Paper presented at IADIS e-Society 2010 conference, Porto, Portugal. Abstract retrieved from http://www. iadisportal.org/digital-library/the-knowledge-sharing-as-a-main-phenomenon-of-learning-process
Kwon, N., & Song, H. (2011). Personality traits, gender, and information competency among college students. Malaysian Journal of Library & Information Science, 16(1), 87-107.
Lampert, J. N. (2007). The relationship of self-efficacy and self-concept to academic performance in a college sample: Testing competing models and measures (Unpublished master thesis, Pacific University, Oregon). Retrieved from http:// commons.pacificu.edu/spp/86/
Lent, R. W., Brown, S. D., & Gore Jr., P. A. (1997). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44(3), 307-315.
Lin, H-F. (2007). Effects of extrinsic and intrinsic motivation on employee knowledge sharing intentions. Journal of Information Science, 33(2), 135-149.
Lu, L., Leung, K., & Koch, P. T. (2006). Managerial knowledge sharing: The role of individual, interpersonal, and organizational factors. Management and Organization Review, 2(1), 15-41.
Majid, S., & Wey, S. M. (2011). Knowledge sharing behavior of graduate students. In M. Jennex (Ed.), Global Aspects and Cultural Perspectives on Knowledge Management: Emerging Dimensions (pp. 113-125). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60960-555-1.ch008
Margolis, H. & McCabe, P. P. (2004). Self-efficacy: A key to improving the motivation of struggling learners. The Cleaning House, 77(6), 241-249.
Matthews, G., Deary, I. J., & Whiteman, M. C.(2003). Personality traits. Cambridge, UK: Cambridge University Press.
Matzler, K., & Mueller, J. (2011). Antecedents of knowledge sharing - examining the influence of learning and performance orientation. Journal of Economic Psychology, 32, 317-329.
Matzler, K., Renzl, B., Muller, J., Herting, S., & Mooradian, T. A. (2008). Personality traits and knowledge sharing. Journal of Economic Psychology, 29(3), 301-313.
Mikołajczak-Degrauwe, K., Brengman, M., Wauters, B., & Rossi, G. (2012). Does Personality Affect Compulsive Buying An Application of the Big Five Personality Model. In G. Rossi (Eds.), Psychology - Selected Papers, Available from http://www.intechopen.com/books/psychology-selected-papers/does-pers onality - affect-compulsive-buying-an-application-of-the-big-five-personality-mo del
Mills, N. Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442.
Nilsen, H. (2009). Influence on student academic behaviour through motivation, self-efficacy and value-expectation: An action research project to improve learning. Issue in Informing Science and Information Technology, 6, 545-556.
Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5(1), 14-37.
Olani, A. (2009). Predicting first year university students'' academic success. Electronic Journal of Research in Educational Psychology, 7(3), 1053-1072.
Owen, S. V., & Froman, R. D. (1988). Development of a college academic self-efficacy scale. (ERIC Document Restoration Services No. ED 298158)
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing:a review of the literature. Reading & Writing Quarterly, 19, 139-158. doi: 10.1080/10573560390143085
Santiago, A. M., & Einarson, M. K. (1998). Background characteristics as predictors of academic self-confidence and academic self-efficacy among graduate science and engineering students. Research in Higher Education, 39(2), 163-197.
Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 22(2), 208-223.
Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1(3), 173-208.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137.
Schunk, D. H. (1996). Self-efficacy for learning and performance. (ERIC Document Restoration Services No. ED 394663)
Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.). Development of achievement motivation (pp. 16-31). San Diego: Academic Press.
Senge, P. M. (1998). Sharing knowledge. Retrieved November 13, 2011 from http://www.solonline.org/res/kr/shareknow.html
Svacina, L. C. (2011). From internship to classroom - a study of academic self-efficacy. (Unpublished master thesis, University of Wisconsin-la Crosse. Retrieved from http://minds.wisconsin.edu/handle/1793/53469?show=full
Tyagi, A., & Bansal, V. (2010). Role of NEO five factor model of personality in management education: an empirical study. The Indian Journal of Industrial Relations, 46(2), 248-258.
Vuong, M., Brown-Welty, S., & Tracz, S. (2010). The effects of self-efficacy on academic success of first-generation. Journal of College Student Development, 51(1), 50-64.
Wang, S., & Noe, R. A. (2010). Knowledge sharing: A review and directions for future research. Human Resource Management Review, 20, 115-131.
White, A. G., Buboltz, W., & Igou, F. (2011). Mobile phone use and sleep quality and length in college students. International Journal of Humanities and Social Science, 1(18), 51-58.
Whorton, S. S. (2009). Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution. (Unpublished doctoral dissertation, Clemson University, South Carolina). Retrieved from http://gradworks.umi.com/ 3355166.pdf
Williams, E. G. (2004). Academic, research, and social self-efficacy among African American pre-McNair scholar participants and African American Post-McNair scholar. (Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University). Retrieved from http://scholar.lib.vt.edu/theses/available/etd- 10152004-155400/unrestricted/Front_Matter.pdf
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677-706.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. doi: 10.1006/ceps.1999.1016

連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 鄭仁偉、黎士群(2001)。組織公平、信任與知識分享行為之關係性研究。人力資源管理學報,1(2),69-93。
2. 蔡順良(2008)。青少年多向度自我效能量表編製與驗證。教育心理學報,39,105-126。
3. 蔣立琦、郭雅雯、林綽娟(2004)。自我效能之概念分析。護理雜誌,51(2),67-72。
4. 廖述賢、費吳琛、王儀雯(2005年05月)。信任關係、工作滿足與知識分享關聯性之研究。科際整合管理研討會,臺北。
5. 黃富順(2001)。知識社會與成人教育。2011年11月24日,取自http://www.mss-mllc.com/aepmacau/theme/doc1_01.htm
6. 黃家齊、蔡達人(2003)。團隊多元化與知識分享、知識創造及創新績效。臺大管理論叢,13(2),233-280。
7. 李雯娣(2000)。國小兒童性格特質之研究。屏東師範學院國民教育研究所碩士論文,未出版,屏東市。
8. 李水源、吳純純、張世彗(2001)。國民中小學身心障礙資源班教師的自我效能暨其相關因素之研究。臺北市立師範學院學報,32,569-586。
9. 李尹暘、林曉佩、林君怡(2007)。自我效能理論之分析與應用。澄清醫護管理雜誌,3(2),46-52。
10. 吳盛、林東清(2007)。以計劃行為理論探討資訊人員的知識分享行為。資訊管理學報,14(2),75-110。
11. 王如哲(2002)。知識經濟時代的學校競爭力。台灣教育,613,11-19。
12. 吳佳玲(2009)。私立技職院校應屆畢業生人格特質與職業選擇之研究,南台學報,34(3),119-134。
13. 薛秀宜、陳利銘、洪佩圓(2006)。人格理論新紀元:人格五因素模式之測驗工具與其研究應用。研習資訊,23(1),109-118。