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研究生:吳立安
研究生(外文):WU, LI-AN
論文名稱:臺灣人體彩繪專業人力資源發展之研究
論文名稱(外文):Research on Professional Human Resources Development of Body Painting in Taiwan
指導教授:褚麗絹褚麗絹引用關係
指導教授(外文):CHU, LI-CHUAN
口試委員:林秀芬朱緯國紀信光郭東昇
口試委員(外文):LIN, XIU-FENZHU, WEI-GUOCHI, HSIN-KUANGKUO,TUNG-SHENG
口試日期:2022-06-08
學位類別:博士
校院名稱:南華大學
系所名稱:企業管理學系管理科學碩博士班
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:2022
畢業學年度:110
語文別:中文
論文頁數:143
中文關鍵詞:人體彩繪人力資源發展計畫行為理論行為意圖
外文關鍵詞:Body PaintingHuman Resources DevelopmentTheory of Planned BehaviorBehavioral Intention
相關次數:
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  • 下載下載:76
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  人體彩繪不僅是世界公認的前衛藝術表現形式之一,更是一種追求流行風尚的行為實踐。在台灣,也有越來越多人開始學習人體彩繪。本研究以人體彩繪學習者作為主要研究關懷,奠基計畫行為理論並採用便利抽樣法進行問卷調查,透過量化研究及深入訪談方法,藉以瞭解並預測人體彩繪學習者的學習動機與行為,初探人體彩繪於時尚產業中,推廣與發展的契機。
  本研究所得結論如下:主觀規範、描述性規範、態度、個人規範、知覺行為控制皆正向影響意圖;主觀規範和描述性規範正向影響個人規範;主觀規範和描述性規範正向影響態度;主觀規範和描述性規範正向影響知覺行為控制;態度、個人規範及知覺行為控制,三個構面同時在主觀規範對意圖及描述性規範對意圖之間皆產生中介效果。在本研究中發現,受訪者學習人體彩繪的態度,對行為意圖的影響最大;由此可知,能影響人體彩繪學習者對於人體彩繪的學習態度的因素,都有可能影響人體彩繪學習者的學習意願。最後本研究根據研究結果提出建議,以供學校、工會及相關教育單位後續實務或學術研究及人體彩繪相關人力資源發展之參考。
  Body painting is globally recognized as one of avant-garde art practices at the present times; in Taiwan, there are more and more body painting learners. Aimed at the investigation into the learners of body painting, on the basis of the Theory of Planned Behavior, this research is both quantitively and qualitatively conducted in the form of random sampling as well as in-depth interview. To realize the motivation and to predict the motivation of the body-painting learners, this research is exploratory to figure out the possibility to promote and to develop the body-painting learning.
  In conclusion, the findings in this research are listed as follow: The results indicate that all variables of the subjects-subjective norm (SN), descriptive norm (DN), attitude (AT), personal norm (PN), and perceived behavioral control (PBC), have a significant positive influence on their behavioral intention (BI). Meanwhile, attitude, personal norm and perceived behavioral intention all place mediation effect between subjective norm and behavioral intention, as well as between descriptive norm and behavioral intention. In this research, it is found that the attitude of body-painting learners influences the behavioral intention the most; in this sense, every element to influence the attitude of body-painting learners can place influence on their learning intention. Resultantly, from the perspective of the human resources, this research based on the research results can be referential to the upcoming researches as well as the organizations such as the school, the guilt, and the relating teaching and researching institution of body-painting learning.
準博士推薦函 I
誌謝 Ⅱ
中文摘要 Ⅲ
Abstract Ⅳ
目 錄 VI
圖目錄 VIII
表目錄 Ⅸ
第一章 緒論 1
1.1研究背景動機 1
1.2研究目的 3
1.3研究流程 4
第二章 文獻探討 6
2.1人體彩繪歷史 6
2.2從人力資源觀點看臺灣美學相關技職教育及技術士證照制度8
2.3計畫行為理論 13
第三章 研究方法 20
3.1研究架構與研究假設 20
3.2各研究變數之操作型定義與問卷設計 24
3.3 統計分析方法 29
3.4 深度訪談法 30
第四章 實證結果分析 33
4.1 敘述性統計分析結果 33
4.2 信度與效度分析結果 39
4.2.1信度分析結果 39
4.2.2因素分析結果 41
4.3 獨立樣本T檢定與單因子變異數分析結果 53
4.3.1 獨立樣本 T檢定結果 53
4.3.2 單因子變異數分析結果 55
4.4 迴歸分析結果 83
4.5 質性研究 99
第五章 結論與建議 107
5.1 研究結論 107
5.2 管理意涵與建議 112
5.2.1 給學校技職教育之建議 112
5.2.2 給工會之建議 112
5.2.3 給教育主管機關之建議 113
5.3 研究限制與未來研究方向 115
參考文獻 116
一、中文部分 116
二、英文部分 118
三、網路部分 136
附錄一 研究問卷一 138
附錄二 研究問卷二 140
附錄三 研究問卷三 142
圖目錄
圖1.1研究流程圖 5
圖3.1研究架構圖 23
圖4.1驗證性因素分析(研究模式一) 42
圖4.2驗證性因素分析(研究模式二) 46
圖4.3驗證性因素分析(研究模式三) 50
表目錄
表3.1各變項的操作型定義 26
表3.2人體彩繪問卷題項 28
表4.1樣本結構描述表(研究模式一) 34
表4.2樣本結構描述表(研究模式二) 36
表4.3樣本結構描述表(研究模式三) 38
表4.4問卷信度分析結果(研究模式一) 39
表4.5問卷信度分析結果(研究模式二) 40
表4.6問卷信度分析結果(研究模式三) 40
表4.7各變項之KMO值與Bartlett’s球形檢定結果(研究模式一) 41
表4.8各變項之多元相關平方表(研究模式一)43
表4.9因素負荷量分析結果彙整表(研究模式一) 44
表4.10各變項之KMO值與Bartlett’s球形檢定結果(研究模式二) 45
表4.11各變項之多元相關平方表(研究模式二) 47
表4.12因素負荷量分析結果彙整表(研究模式二) 48
表4.13各變項之KMO值與Bartlett’s球形檢定結果(研究模式三) 49
表4.14各變項之多元相關平方表(研究模式三) 51
表4.15因素負荷量分析結果彙整表(研究模式三) 52
表4.16各變項(性別)獨立樣本 T 檢定表(研究模式一) 54
表4.17各變項(性別)獨立樣本 T 檢定表(研究模式二) 54
表4.18各變項(性別)獨立樣本 T 檢定表(研究模式三) 55
表4.19各變項(年齡)單因子變異數表(研究模式一) 58
表4.20各變項(教育程度)單因子變異數表(研究模式一) 59
表4.21各變項(家庭情況)單因子變異數表(研究模式一) 60
表4.22各變項(職業別)單因子變異數表(研究模式一) 61
表4.23各變項(工作年資)單因子變異數表(研究模式一) 62
表4.24各變項(每個月平均收入)單因子變異數表(研究模式一) 63
表4.25各變項(年齡)單因子變異數表(研究模式二) 66
表4.26各變項(教育程度)單因子變異數表(研究模式二) 68
表4.27各變項(家庭情況)單因子變異數表(研究模式二) 69
表4.28各變項(職業別)單因子變異數表(研究模式二) 70
表4.29各變項(工作年資)單因子變異數表(研究模式二) 71
表4.30各變項(每個月平均收入)單因子變異數表(研究模式二) 72
表4.31各變項(年齡)單因子變異數表(研究模式三) 76
表4.32各變項(教育程度)單因子變異數表(研究模式三) 77
表4.33各變項(家庭情況)單因子變異數表(研究模式三) 78
表4.34各變項(職業別)單因子變異數表(研究模式三) 79
表4.35各變項(工作年資)單因子變異數表(研究模式三) 80
表4.36各變項(每個月平均收入)單因子變異數表(研究模式三) 82
表4.37主觀規範、態度、行為意圖之迴歸分析表(研究模式一) 84
表4.38態度於主觀規範與行為意圖之中介效果檢定表(研究模式一)84
表4.39主觀規範、知覺行為控制、行為意圖之迴歸分析表(研究模式一) 85
表4.40 知覺行為控制於主觀規範與行為意圖之中介效果檢定表(研究模式一)85
表4.41主觀規範、態度、行為意圖之迴歸分析表(研究模式二) 87
表4.42態度於主觀規範與行為意圖之中介效果檢定表(研究模式二)87
表4.43主觀規範、知覺行為控制、行為意圖之迴歸分析表(研究模式二) 88
表4.44 知覺行為控制於主觀規範與行為意圖之中介效果檢定表(研究模式二)88
表4.45主觀規範、個人規範、行為意圖之迴歸分析表(研究模式二) 89
表4.46個人規範於主觀規範與行為意圖之中介效果檢定表(研究模式二) 89
表4.47主觀規範、態度、行為意圖之迴歸分析表(研究模式三) 92
表4.48態度於主觀規範與行為意圖之中介效果檢定表(研究模式三)..…92
表4.49主觀規範、個人規範、行為意圖之迴歸分析表(研究模式三) 93
表4.50 知覺行為控制於主觀規範與行為意圖之中介效果檢定表(研究模式三)93
表4.51主觀規範、知覺行為控制、行為意圖之迴歸分析表(研究模式三) 94
表4.52個人規範於主觀規範與行為意圖之中介效果檢定表(研究模式三)94
表4.53描述性規範、態度、行為意圖之迴歸分析表(研究模式三) 95
表4.54態度於描述性規範與行為意圖之中介效果檢定表(研究模式三)95
表4.55描述性規範、個人規範、行為意圖之迴歸分析表(研究模式三)96
表4.56 知覺行為控制於描述性規範與行為意圖之中介效果檢定表(研究模式三)96
表4.57 描述性規範、知覺行為控制、行為意圖之迴歸分析表(研究模式三)97
表4.58 個人規範於描述性規範與行為意圖之中介效果檢定表(研究模式三)97
表4.59受訪者年資暨業界簡歷 100
表4.60訪談大綱 101
表5.1研究模式一假設之驗證結果 108
表5.2研究模式二假設之驗證結果 110
表5.3研究模式三假設之驗證結果 111
一、中文部分
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2.吳謝妙芬(民104),學習動機、學習態度、學習滿意度與學習成效關係之研究-以人體彩繪職業訓練為例,南華大學管理學院企業管理學系管理科學碩士論文,未出版,嘉義縣。
3.呂江梅(民106),工作價值觀、工作滿意度與幸福感之相關研究-以人體彩繪從業人員為例,南華大學管理學院企業管理學系管理科學碩士論文,未出版,嘉義縣。
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三、網路部分
1.行政院(民110)前瞻基礎計畫人才培育促進就業之建設,上網日期110年12月26日,檢自:https://www.ey.gov.tw/achievement/12AE629A
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9.勞動部勞動力發展署技能檢定中心(民110)勞動統計查詢網,上網日期110年12月25日,檢自:https://statdb.mol.gov.tw/evta/jspProxy.
aspx?sys=100&kind=10&type=1&funid=wqrymenu2&cparm1=wq15&rdm=cKeyjmri
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11.Body Painting History. (n.d.). History of Cosmetics. Retrieved July 20, 2020, from http://www.historyofcosmetics.net/history-of-makeup/body-
painting-history/.
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