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研究生:樂美寧
研究生(外文):Mei-ning Yueh
論文名稱:在消費者目標追求中抵制建構的效果─以零用錢寬裕程度、同儕關係與自我建構為干擾
論文名稱(外文):EFFECTS OF COUNTERACTIVE CONSTRUAL IN STUDENT GOAL PURSUIT – WITH PEER RELATIONSHIP, ALLOWANCE AND SELF-CONSTRUAL AS MODERATORS
指導教授:潘明全潘明全引用關係
指導教授(外文):Ming-chuan Pan
口試委員:潘明全
口試委員(外文):Ming-chuan Pan
口試日期:2015-07-03
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:2015
畢業學年度:103
論文頁數:172
中文關鍵詞:同儕關係自我建構零用錢寬裕程度自我規範學習目標參加短期打工意願
外文關鍵詞:Peer RelationshipAllowanceParticipating IntentionSelf-ConstrualLearning GoalSelf-Control
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根據觀察過去大學生活的經驗發現,大部分有在進行課外工讀的同學會失去在校學習的重點,對於學習永遠只抱持苟且的心態,但是少部分有堅定目標的同學並不會受到短期打工的影響,反而會在堅定的意志下完成目標,因此我們希望針對學生短期打工對課業學習的影響上面進行研究。
本研究希望了解學習目標、自我規範對參加短期打工意願的影響,另外分別在實驗一加入零用錢寬裕程度做為干擾變數,在實驗二加入自我建構以及同儕關係做為干擾變數效果來進行探討。實驗一之正式實驗為2(學習動機強度:高/低)×2(自我規範衝突:有衝突/無衝突)× 2(零用錢寬裕程度:缺乏/不缺乏)的實驗組合,共有8種情境的受試者間實驗設計。實驗二之正式實驗為2(學習動機強度:高/低)× 2(自我規範衝突:有衝突/無衝突)× 2(自我建構:獨立型/相依型)× 2(同儕關係:重視/不重視)的實驗組合,共有16種情境的受試者間實驗設計。
經由分析後的結果,本研究得到以下結果:
(一) 學習動機對短期打工的意願有影響。且學習動機高比學習動機低,產生較低的參加短期打工意願。
(二) 自我規範對短期打工的意願有影響。且經歷自我規範衝突比沒經歷自我規範衝突,產生較低的參加短期打工意願。
(三) 零用錢寬裕程度會干擾學習動機對短期打工意願的影響。且在學習動機高時,缺零用錢比不缺乏零用錢參加短期打工的意願低;在學習動機低時,缺乏零用錢比不缺零用錢參加短期打工的意願沒有顯著差別。
(四) 零用錢寬裕程度會干擾自我規範對短期打工意願的影響。且在有自我規範衝突時,缺零用錢比不缺乏零用錢比較參加短期打工的意願低;在無自我規範衝突時,缺零用錢比不缺乏零用錢參加短期打工的意願沒有顯著差別。
(五) 自我建構以及同儕關係會同時干擾自我規範對短期打工意願的影響。
(六) 當自我規範及學習動機交互影響之下會受到同儕關係干擾。
According to the research in the past school life, most of the college students will participate in a part-time job. However, someone always use worse attitude to face the school work and weak goal pursuit may make school work become worse, but some of them are not. Thus, we focus our research on whether the part-time job will influence school work or not.
In our research, we want to realize whether the learning goal and self-control will influence school work or not. Thus, we will put allowance as Moderating variable in study 1 and both self-construal and peer relationship as Moderating variable in study 2.
Experiment 1 adopted a 2 (learning goals: high/low) *2 (self-control conflict: conflict/no conflict) x 2 (Allowance: Necessary/ Unnecessary) between-subjects design. There were sixth kinds of contexts, each context sent 60 questionnaires, and there were 480 valid questionnaires.
Experiment 2 adopted a 2 (learning goals: high/low) x 2 (self-control conflict: conflict/no conflict) x 2 (self-construal: independent/ interdependent) x 2 (peer relationship: significant/ insignificant) between-subjects design. There were sixth kinds of contexts, each context sent 80 questionnaires, there were 480 valid questionnaires and 160 invalid.
This research receives the following result:
(1) Different learning goal would affect the participating intention. The subjects with strong learning goal expect intention of participate a part-time job lower than they have a weak learning goal.
(2) Different self-control would affect the participating intention. The subjects experience self-control conflict subjects expect intention of participate a part-time job lower than those without experience self-control conflict subjects.
(3) Allowance would moderate the effect of learning goal on participating intention. The allowance in necessary expect intention of participate a part-time job lower than the allowance in unnecessary.
(4) Allowance would moderate the effect of self-control on participating intention. When subjects of self-control experience a conflict, the allowance in necessary expect intention of participate a part-time job lower than the allowance in unnecessary. In contrast, when subjects did not experience self-control conflict, the allowance in necessary expect intention of participate a part-time job with no significant than the allowance in unnecessary.
(5) Self-construal and peer relationship would both moderate the effect of self-control on participating intention.
(6) When self-control and learning goal become interacting will be moderated by peer relationship
目錄

摘要 i
致謝辭 iii
目錄 iv
表目錄 vi
圖目錄 viii
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 研究流程 5
第貳章 文獻探討 6
第一節 自我規範 6
第二節 自我規範與學習之關係 7
第三節 自我建構 8
第四節 同儕關係 11
第五節 零用錢 12
第參章 研究方法 13
第一節 研究架構 13
第二節 研究變數操作性定義與衡量 15
第三節 研究假設 17
第四節 研究設計 21
第五節 統計分析方法 23
第肆章 研究結果與分析 24
第一節 樣本描述 24
第二節 信度分析 27
第三節 變異數分析 28
第伍章 結論與建議 45
第一節 研究結論 45
第二節 管理意涵 51
第三節 研究限制 52
第四節 未來研究建議 53
參考文獻 54
附錄 63




表目錄

表 1大學生工作比例及職業 2
表 2獨立自我與相依自我特質比較表 11
表 3實驗一性別 24
表 4實驗一年級 25
表 5實驗一系別 25
表 6實驗二性別 26
表 7實驗二年級 26
表 8實驗二系別 27
表 9短期打工意願信度分析 27
表 10自我建構信度分析 27
表 11短期打工意願信度分析 27
表 12實驗一變異數分析表 29
表 13實驗一敘述性統計 31
表 14實驗二變異數分析表 33
表 15實驗二敘述性統計之一 36
表 16實驗二敘述性統計之二 38
表 17實驗二敘述性統計之三.1 42
表 18實驗二敘述性統計之三.2 43
表 19實驗二敘述性統計之三.3 44
表 20假設結果彙總 46




圖目錄

圖 1研究流程 5
圖 2研究架構圖一 14
圖 3研究架構圖二 14
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