臺灣博碩士論文加值系統

國際商管學院促進協會（Association to Advance Collegiate Schools of Business, AACSB）認為，創造力應是評估學生學習成果的重要指標（Schlee & Harich, 2014）。這樣的論述強調了藉由教育培養學生主動參與、發展創造力思維的重要性（Eisner, 2017）。要達到團隊創造力則有賴於有效的團隊反思，但反思行為不能只靠團隊內的少數人推動，而是需要團隊成員的合作與努力。此外，為因應市場的快速變化，愈來愈多的公司採用團隊工作模式以提升員工的工作效率（Edmondson, Dillon, & Roloff, 2007; Waller, 1999）。而這樣的能力需要從學校教育培養起，因此，許多商學院課程皆採團隊學習的模式以促進學生的團隊互動與學習能力（Michaelsen, Knight, & Fink, 2002）。本研究以臺灣商學院大學生為研究樣本，分別探討學生在合作學習型團隊、競爭型團隊、獨立型團隊對團隊創造力之影響，並以團隊反思為中介變項，分別探討其中介效果。本研究於臺灣北部地區兩所公立大學發放紙本問卷，有效問卷為326份，並使用SPSS與AMOS統計軟體進行資料分析。從研究結果可以得知（一）團隊反思為合作學習與團隊創造力之間的中介變項，且為部分中介；（二）團隊反思為競爭性與團隊創造力之間的中介變項，且為部分中介；（三）團隊反思為獨立性與團隊創造力之間的中介變項，且為完全中介。根據研究結果，本研究建議授課教師可於課堂中創造團隊學習氛圍，以激發學生的反思行為。同時，應強化並鼓勵合作學習關係，以帶動小組的反思行為，進而引發學生的創新行為表現；相反的，應弱化並抑制競爭關係與獨立關係的發展，才能使團隊成員願意進行團隊反思，進而提升團隊創造力。

This study examined the relationship of team reflexivity, team creativity, collaborative learning, competition, and independence. The main purpose of this study was to examine the mediate effect of team reflexivity between the relationship of collaborative learning and team creativity, between the relationship of competition and team creativity, and between the relationship of independence and team creativity. Surveys were distributed to 341 students in public business colleges in Taiwan. A total of 326 valid responses were received. We used structural equation modeling (SEM) with bootstrapping estimation to test the hypothetical model. According to our research result, we found that (1) The mediate effect of team reflexivity between the relationship of collaborative learning and team creativity does exist; (2) The mediate effect of team reflexivity between the relationship of competition and team creativity does exist; (3) The mediate effect of team reflexivity between the relationship of independence and team creativity does exist. From the result of our study, we suggest that teacher should not only enhance team’s collaborative learning and decrease competition and independence to promote the team creativity in teams, but also making students have a positive attitude towards team reflexivity.

中文摘要 I
ABSTRACT II
目　錄 III
圖　次 V
表　次 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 4
第三節　研究流程 5
第二章　文獻探討 7
第一節　團隊創造力 7
第二節　合作學習、競爭、獨立 8
第三節　合作學習、競爭、獨立與團隊創造力 10
第四節　團隊反思 12
第五節　中介效果 13
第三章　研究設計 15
第一節　研究架構 15
第二節　研究樣本與資料蒐集 17
第三節　變數操作性定義及問卷編制衡量 18
第四節　資料分析方法 21
第四章　研究結果 25
第一節　敘述性統計 25
第二節　皮爾森相關分析 26
第三節　測量模型分析 27
第四節　共同方法變異分析 30
第五節　共線性檢定 31
第六節　結構模型分析 32
第七節　中介效果 36
第五章　結論與建議 39
第一節　研究結果 39
第二節　研究意涵 41
第三節　研究限制與未來建議 43
參考文獻 45
附錄 研究問卷 55
著作權聲明 59

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