(52.201.27.211) 您好!臺灣時間:2019/03/23 20:21
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:::

我願授權國圖
本論文永久網址: 
line
研究生:張明倫
研究生(外文):Zhang Ming Lun
論文名稱:觀光飯店業員工之目標導向與回饋尋求行為對工作績效之影響-以訓練遷移為中介變項
論文名稱(外文):The Influence of Goal Orientation and Feedback Seeking Behavior on Tourist Hotel Employees' Work Perfoemance: Training Transfer as Mediator
指導教授:黃佳純黃佳純引用關係
指導教授(外文):Jie-Tsuen Huang
學位類別:碩士
校院名稱:國立高雄應用科技大學
系所名稱:人力資源發展系
學門:商業及管理學門
學類:其他商業及管理學類
論文出版年:2010
畢業學年度:98
語文別:中文
論文頁數:124
中文關鍵詞:目標導向回饋尋求行為訓練遷移工作績效
外文關鍵詞:goal orientationfeedback seeking behaviorjob performancetransfer of trainingtraining transfer
相關次數:
  • 被引用被引用:5
  • 點閱點閱:552
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:0
訓練被視為是提升員工工作績效的主要方法之ㄧ,而訓練的重點在於員工能將訓練所學應用於工作上,以增進工作績效進而提升組織效能,而訓練遷移即是員工將訓練所學習的知識與技能應用到工作上,以提升員工之工作績效。目標導向所代表的是個體所抱持的信念,當個體抱持不同的目標導向時會使個體產生不同的想法與行為,並進而影響個體的工作績效。回饋尋求行為即是個體主動於環境中或向他人尋求關於自身的回饋,而當個體獲得與自身相關之資訊後會更了解自己不足之處,而個體亦會以此作為改進績效的依據。目前的文獻多以訓練遷移之前因探討居多,很少深入探討訓練遷移與工作績效之間的關係,故本研究以觀光飯店業員工為施測對象,目的為探究觀光飯店業員工接受訓練後其遷移訓練的程度是否會影響員工的工作績效,並針對員工本身的目標導向與回饋尋求行為是否會透過訓練遷移影響員工本身的工作績效。

本研究透過問卷調查法總共發出400份問卷,回收271份有效問卷,有效問卷回收率為67.75%,本研究利用SPSS12.0與LISREL8.70等統計軟體,進行描述性統計、信效度、驗證性因素分析、相關與迴歸等分析方式其實證結果如下:
1. 績效目標導向與學習目標導向對工作績效具有正向影響。
2. 績效目標導向與學習目標導向對訓練遷移具有正向影響。
3. 訓練遷移對工作績效具有正向影響。
4. 訓練遷移在學習目標導向與工作績效之間具有中介效果。
5. 回饋尋求行為對工作績效與訓練遷移具有正向影響。
6. 訓練遷移在回饋尋求行為與工作績效之間具有中介效果。
Training is the main method to enhance employees’ job performance, and the key point is to transfer what employees have learned in training in order to improve individual and organization performance. It can enhance employee’s job performance and organization effectiveness. Training transfer refers to transfer what employees have learned in training to their work for performance improvement. Goal orientation represents one’s belief. Individuals with different goal orientation exhibit thinking and behavior and their resultant performance is affected. One’s feedback seeking behavior refers to actively to gain information about himself/herself from the environment and the other persons in the workplace. When individuals obtain relevant information regarding themselves, they become more informative about their deficiency and further to improve their performance. The tourist hotel staff provides service directly to the customers. Therefore, how to improve the staff’s performance and service quality is a critical issue. The purpose of this research focus on the relationship of tourist staff’s goal orientation, feedback seeking behavior, transfer of training, and job performance. Furthermore, the mediating effects of transfer of training on the relationship between goal orientation, feedback seeking and job performance were also examined.
The present research is based on questionnaire survey from the tourist hotels in south Taiwan. 400 questionnaires were sent out and 271 valid ones were returned. The effective returned rate is 67.75%. This study utilized SPSS 12.0 and LISREL 8.70 to proceed the necessary analyses, including descriptive statistics, reliability and validity, confirmatory factor analysis, correlation, and regression. The empirical results of this study are:

1. Performance and learning goal orientation have significant positive effects on performance.
2. Performance and learning goal orientation have significant positive effect on transfer of training.
3. Transfer of training has significant positive effects on job performance.
4. Transfer of training has a mediating effect on the relationship between employees’ learning goal orientation and job performance.
5. Feedback seeking behavior have significant positive effects both on performance and transfer of training.
6. Transfer of training has a mediating effect on the relationship between employees’ feedback seeking behavior and job performance.
摘要 I
Abstract II
目錄 III
表目錄 IV
圖目錄 V
第壹章 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
第貳章 文獻探討 8
第一節 訓練遷移 8
第二節 目標導向 23
第三節 回饋尋求行為 28
第四節 工作績效 37
第五節 各研究變項關係之推論 49
第參章 研究方法 57
第一節 研究架構 57
第二節 研究假設 58
第三節 研究變項之操作型定義與衡量工具 59
第四節 研究對象選擇與資料收集過程 65
第五節 資料分析方法 66
第肆章 實證分析 69
第一節 樣本描述性統計分析 69
第二節 量表之信、效度分析 69
第三節 相關分析 76
第四節 迴歸分析 77
第五節 中介效果驗證 81
第六節 研究假設結果彙整 80
第伍章 結論與建議 85
第一節 研究結論 85
第二節 研究建議 90
第三節 研究限制與後續研究建議 88
參考文獻 94
附錄一 問卷 121
參考文獻
中文文獻
王瑞賢(2001)。個人學習層次、學習滿意度與訓練移轉關係的探討。國立中正大學企業管理研究所碩士論文。
王喻平、戴有德與張曉萍(2008)。訓練動機因素對訓練移轉影響研究-以國際觀光旅館為例。人力資源管理學報,81(1),47-74。
邵孟瓊(2002)。資訊教育訓練學習移轉成效之研究—以基層公務人員為例。國立雲林技術大學資訊管理研究所碩士論文。
李弘暉 (2001,11,26)。績效管理省思。經濟日報。
邱皓政(2008)。量化研究與分析-SPSS中文視窗版資料分析範例解析。台北:五南。
林明穎(2007)。目標導向與績效之關係研究-工作特性之調節效果。東吳大學商學院企業管理學系碩士班碩士論文。
吳明隆 (2006)。結構方程模式SIMPLIS的應用。台北:五南。
張火燦(1996)。策略人力資源管理。台北:揚智。
彭台光(1996)。管理研究中的共同方法變異:問題本質、影響、測試和補救。管理學報,23(1),77-98。
黃家齊&黃荷婷(2004)。團隊成員目標導向對於自我與集體效能及創新之影響—一個多層次研究。科技整合管理國際研討會光碟論文集(頁991-1012),台北:東吳大學。
黃郁雯(2009)。員工回饋尋求行為與工作績效關係之探究-以目標承諾、目標明確為中介變項。國立高雄應用科技大學人力資源發展所碩士論文。
溫金豐(2009)。淺談公務機構的績效管理。T&D飛訊,88,1-18。
劉瑞達(2005)。團隊中目標導向與政治行為、績效之關係研究—跨層級分析。東吳大學企業管理所碩士論文。
劉明德(譯)(1993)。管理學:競爭優勢。臺北:桂冠。(Edmund R, G., & Larry, R. S., 1993)

英文文獻
Adler, P. S., & Kwon, S. W. (2002). Social capital: prospects for a new concept. Academy of Management Review, 27(1), 17–40.
Aguinis, H. (2007). Performance Management. New Jersey: Pearson Prentice Hall.
Alliger, G. M., Tannenbaum, S. I. & Bennett, W. (1995). Transfer of training: comparison of paradigms. Paper presented at the Symposium Searching for Solutions to the Transfer of Training Problem: A Multi-Disciplinary Approach’, at the Tenth Annual Conference of the Society for Industrial and Organizational Psychology, Inc., Miami.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies and motivational processes. Journal of Educational Psychology, 80, 260–267.
Ames, C., Ames, R., & Felker, D. W. (1977). Effects of competitive reward structure and valence of outcome on children’s achievement attributions. Journal of Educational Psychology, 69, 1–8.
Ammons, R. B. (1956). Effects of knowledge of performance: A survey and tentative theoretical formulation. Journal of General Psychology, 54, 279-299.
Arco, L. (2008). Feedback for improving staff training and performance behavioral treatment programs. Behavioral Interventions, 23, 39–64.
Ashford, A. J. (1986). Feedback-seeking in individual adaptation: A resource perspective. Academy of Management Journal, 29(3), 465-487.
Ashford, S. J., Black, J. S. (1996). Proactivity during organizational entry: The role of desire for control. Journal of Applied Psychology, 81(2), 199-214.

Ashford, S. J., Blatt, R., & VandeWalle, D. (2003). Reflections on the Looking Glass: A Review of Research on Feedback-Seeking Behavior in Organizations. Journal of Management, 26(9), 773-799.
Ashford, S. J., & Cumming, L. L. (1983). Feedback as an individual resource: personal strategies of creating information. Organizational Behavior & Human Performance, 32(3), 370-398.
Ashford, S. J., & Cummings, L. L. (1985). Proactive feedback seeking: The instrumental use of the information environment. Journal of Occupational Psychiology, 58, 67-79.
Ashford, S. J., & Northcraft, G. B. (1992). Conveying more (or less) than we realize: The role of impression-management in feedback seeking. Organizational Behavior and Human Decision Processes, 53, 310-334.
Ashford, S. J., & Tsui, A. S. (1991). Self-regulation for managerial effectiveness: The role of active feedback seeking. Academy of Management Journal, 34, 251-280.
Atkinson J W. (1964). An Introduction to Motivation. Princeton, NJ:Van Nostrand.
Baldwin, T.T. (1992). Effects of alternative modeling strategies on outcomes of interpersonal-skills training. Journal of Applied Psychology, 77, 147–154.
Baldwin, T.T. & Ford, J.K. (1988). Transfer of training: a review and directions for future research. Personnel Psychology, 41(1), 63–105.
Baldwin, T. T., Ford, J. K. & Naquin, S. S. (2000). Framing training before it begins: enhancing the motivation to improve work through learning. In Holton, E.F., Baldwin, T.T. and Naquin, S.S. (Eds), Managing and Changing Learning Transfer Systems in Organizations [Monograph]. Advances in Developing Human Resources, 80, 23–35.
Barron, K. E., & Harackiewicz, J. M. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp.229-254). San Diego, CA: Academic Press.
Battman, W. (1988). Feedback seeking as a means of self-assessment and affect optimization. Motivation and Emotion, 12, 57-74.
Bateman, T. S., & Organ, D. W. (1983). Job satisfaction and the good solider: The relationship between affect and employee citizenship. Academy of Management Journal, 26, 587-595.
Baumeister, R. (1998). The self. In: D.T. Gilbert, S. Fiske, & G. Lindzey (Eds.), Handbook of social psychology (4th edn). New York: McGraw-Hill, pp.680-740.
Bell, B. S., & Kozlowski, S. W. J. (2002). Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge. Journal of Applied Psychology, 87(3), 497-505.
Bennett & Robinson (2000). Development of a measure of workplace deviance. Journal of Applied Psychology, 85(3), 349-360.
Blumberg, M., & Pringle, C. D. (1982). The missing opportunity in organizational research: Some implications for a theory of work performance. Academy of Management Review, 7, 60-569.
Bobko, P., & Colella, A. (1994). Employee reactions to performance standards: A review and research propositions. Personnel Psychology, 47, 1–29.
Borman, W., Buck, D. E., Hanson, N. A., Motowidlo, S. J., Stark, S., & Drasgow, F. (2001). An examination of the comparative reliability, validity, and accuracy of performance ratings made using computerized adaptive rating scales. Journal of Applied Psychology, 86, 965–973.
Borman, W. C., & Motowidlo, S. J. (1993). Expanding the criterion domain to include elements of context performance. In N. Schmitt, & W. C. Borman(Eds.), Personnel Selection in Organization (pp.71-98). San Francisco: Jossey-Bass.

Borman, W. C., & Motowidlo, S. J. (1993). Expanding the criterion domain to include elements of contextual performance. In N. Schmitt, W. C. Borman, and as sociates (Eds.), Personnel selection in organizations (pp.71-98). San Francisco: Jossey-Bass.
Borman, W. C., Motowidlo, S. J., Rose, S. R., & Hanser, L. M. (1985). Development of a model of soldier effectiveness (Institute Report #95). Minneapolis, MN: Personal Decisions Research Institute.
Bontis, N. (2001). Assessing knowledge assets: a review of the models used to measure intellectual capital. International Journal of Management Reviews, 3, 41–60.
Brett, J. M., Feldman, D. C., & Weingart, L. R. 1(990). Feedback-seeking behavior of new hires and job changers. Journal of Management, 16, 737-749.
Brief, A. P., & Motowidlo, S. J. (1986). Prosocial organizational behavior. Academy of Management Review, 11, 710-725.
Broad, M.L. & Newstrom, J.W. (1992). Transfer of Training. Reading, MA: Addison-Wesley.
Brown, S. P., Ganesan, S., & Challagalla, G. (2001). Self-efficacy as a moderator of information-seeking effectiveness. Journal of Applied Psychology, 86, 1043-1051.
Brumback, G. B. (2003). Blending we/me in performance management. Team Performance Management: An International Journal, 9, 167-173.
Brutus, S., & Greguras, G. J. (2008). Self-Construals, Motivation, and Feedback-Seeking Behaviors. International Journal of Selection and Assessment, 16(3), 282-291.

Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long(eds.), Testing structural equation models (pp.136-162). Newbury Park, CA: Sage.
Burke, L.A. & Baldwin, T.T. (1999). Workforce training transfer: a study of the effect of relapse prevention and transfer climate. Human Resource Management, 38, 227-242.
Butler, R. (1987).Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interests, and performance. Journal of Educational Psychology, 79, 474–482.
Butterfield, E. C., & Nelson, G.. D. (1989). Theory and Practice of Teaching for Transfer, Educational Technology Research and Development, 37, 5-38.
Button, S.B., Mathieu, J.E., & Zajac, D.M. (1996) Goal orientation in organizational research: A conceptual and empirical foundation. Organization Behavior and Human Decision Process, 67(1), 26-48.
Callister, R. R., Kramer, M. W., & Turban, D. B.(1999). Feedback seeking following career transitions. Academy of Management Journal, 42, 429-438.
Campbell, J. P. (1990). Modeling the performance prediction problem in industrial and organization psychology, In M. D. Dunnette & L. M. Hough (Eds). Handbook of Industrial and Organizational Psychology, Palo Alto, CA: Consulting Psychologists Press, 2, 687-732.
Capman, J, W., Cullen, J. l., Boersma, F. J., & Magiure. T. O. (1981). Affective variables and school achievement:A study of possible causal influences. Canadian Journal of Behavior Science, 13, 181-192
Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. (1993). A theory of performance. In N. Schmitt, W. C. Borman, and associates (Eds.), Personnel selection in organizations (pp.35-69). San Francisco: Jossey-Bass.
Carline, M. P., & David, M. (2008). The Development of a Goal Orientation in Exercise Measure (GOEM). Measurement in Physical and Exercise Science, 12(2), 55-71
Cascio, W. F. (1991). Applied Psychology in Personnel Management (4nded.), NJ: Prentice-Hall.
Chen, H. C., Holton, E. F. III & Bates, R. (2005). Development and validation of the learning transfer system inventory in Taiwan. Human Resource Development Quarterly, 16, 55–84.
Cheng, E. W. L., & Hampson, I. (2008). Transfer of training: A review and new insights. International Journal of Management Review, 10(4), 327-341
Chin, W. W., & Todd, P. A. (1998). On the Use, Usefulness, and Ease of Use of Structural Equation Modeling in MIS Reseacher: A Note of Caution. MIS Quarterly, 19(2), 237-462.
Clark & Voogel (1985). Transfer of training principles for instructional design. Educational Technology Research and Development, 33(2), 113-123.
Colquitt, J. A., & Simmering, M. J. (1998). Conscientiousness, goal orientation, and motivation to learn during the learning process: A longitudinal study. Journal of Applied Psychology, 83(4), 654-665.
Colquitt, J. A., LePine, J. A. & Noe, R. (2000). Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, 678–707.
Conway, J., & Huffcutt, A. (1997). Psychometric properties of multi-source performance ratings: A meta-analysis of subordinate, supervisor, peer and self-ratings. Human Performance, 10, 331-360.
Crant, J. M. (2000). Proactive behavior in organizations. Journal of Management, 26, 435–462.
Cromwell, S. E., & Kolb, J. A. (2004). An Examination of Work-Environment Support Factors Affecting Transfer of Supervisory Skills Training to the Workplace. Human Resource Development Quarterly, 15(4), 449-471.
Cynthia L., Hui, C., Tinsley, C. H., & Niu, X. (2006). Goal orientations and performance: Role of temporal norms. Journal of International Business Studies, 37, 484-498.
Davis, W. D., Carson, C. M., Ammeter, A. P., & Treadway, D. C. (2005). The interactive effects of goal orientation and feedback specificity on task performance. Human Performance, 18, 409-426.
Davis, W. D., Mero, N., & Goodman, J. M. (2007). The Interactive Effects of Goal Orientation and Accountability on Task Performance. Human Performance, 20(1), 1-21.
DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal oriented behavior. Journal of Applied Psychology, 90, 1096–1127.
Digman, J. M. (1990). Personality structure: emergence of the five-factor model. Annual Review of Psychology, 41, 417–440.
Doll, W. J., Xai, W., & Torkzadeh, G. (1994). A confirmatory factor analysis of the end-user computing satisfaction. MIS Quarterly, 18, 453-461.
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290–299.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
Dweck, C. S., & Leggett, E. L. (1988), ‘A social-cognitive approach to motivation and personality’, Psychological Review, 95, 256–73.
Edwards, J. R. (1995). Alternatives to difference scores as dependent variables in the study of congruence in organizational research. Organizational Behavior and Human Decision Processes, 64, 307-324.
Elliot, A. J. (1997). Integrating the classic and contemporary approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (pp. 243–279). Greenwich, CT: JAI .
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475.
Elliot, A. J., McGregor, H. A. & Gable, S. (1999), Achievement goals, study strategies, and exam performance: a meditational analysis. Journal of Educational Psychology, 91, 549–63.
Ely, K., Sitzmann, T., & Falkiewicz, C. (2009). The influence of goal orientation dimensions on time to train in a self-paced training environment. Learning and Individual Differences, 19, 146-150.
Facteau, J. D., Dobbins, G. H., Russell, J.E. A., Ladd, R. T. & Kudisch, J. D. (1995). The influence of general perceptions of the training environment on pretraining motivation and perceived training transfer. Journal of Management, 21(1), 1–25.
Farh, J. P., Earley, C., & Lin, S. C. (1997). Impetus for action: a cultural analysis of justice and organizational citizenship Administrative Science Quarterly, 42, 421-444.
Farr, J. L., Hofmann, D. A., & Ringenbach, K. L. (1993). Goal orientation and action control theory: Implications for industrial and organizational psychology. International Review of Industrial and Or organizational Psychology, 8, 193–232.
Farr, J. L., Schwartz, A. C., Quinn, J. C., & Bittner, K. L. (1989). Consequences of feedback seeking on supervisory performance ratings and attributions. Paper presented at the annual meeting of the Society for Industrial and Organizational Psychology, Boston.
Fedor, D.B. (1991). Recipient Responses to Performance Feedback: A proposed model and its implications. Research in Personnel and Human Resources Management, 7, 73–120.
Fedor, D. B., Rensyold, R. B., & Adams, S. M. (1992). An investigation of factors expected to affect feedback seeking: A longitudinal field study. Personnel Psychology, 45, 779-805.
Fisher, S. L., & Ford, J. K.(1998). Different effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51(2), 397-420.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(3), 39-50.
Ford, J. K.,(1990),“Understanding Training Transfer:The Water Remain Murky”, Human Resource Development Quarterly, 1(1), 228.
Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, meta-cognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83(2), 218–233.
Ford, J.K., & Weissbein, D. (1997). Transfer of training: an updated review. Performance and Instruction Quarterly, 10, 22–41.
Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, meta-cognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83(2), 218–233.
Frese, M., & Fay, D. (2001). Personal initiative: An active performance concept for work in the 21st century. In B. M. Staw & R. L. Sutton (Eds.), Research in organizational behavior, (pp.133-187). Greenwich, CT: JAI Press.
Frey, D. (1981). The effect of negative feedback about oneself and cost of information on preferences for information about the source of this feedback. Journal of Experimental Social Psychology, 17, 42-50.
Ganzach, Y. (1994). Feedback representation and prediction strategies. Organizational Behavior and Human Decision Processes, 59, 391-409.
Garavaglia, P. (1995). Transfer of Training: Making Training Stick. INFO-LINE: Practical Guidelines for Training and Development Professionals (Reston, VA: American Society for Training and Development).
Georgenson, D.L. (1982). The problem of transfer calls for partnership. Training and Development Journal, 36(10), 75–78.
Giffin, K. (1967).The contribution of studies of source credibility to a theory of interpersonal trust in the communication process. Psychological Bulletin, 68, 104-l20.
Gist, M. E., Bavetta, A. G.., & Stevens, C. K. (1990). Transfer training method: Its influence on skill generalization, skill repetition, and performance level. Personnel Psychology, 43(3), 501-523.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Press.
Goldstein, I. L. (1980). Training: Program development and evaluation. Monterey, CA: Brooks/Cole.
Goldstein, I. L. (1986). Training in Organization, 2nd edn, Brooks-Cole, Monterey. CA.
Goldstein, I. L., & Ford, J. K. (2002). Training in organizations: Needs assessment, development, and evaluation (4th ed.). Belmont, CA: US Wadsworth/Thomson Learning.
Goodman, J.S., & Wood, R. E. (2009). Faded Versus Increasing Feedback, Task Variability Trajectories, and Transfer of Training. Human Performance, 22(1), 64-85.
Greller, M. M., & Herold, P. M. (1975). Source of feedback: A preliminary investigation. Organizational Behavior and Human Performance, 13(2), 244-256.
Hackman, J. R. (1977). Work design. In J. R. Hackman & J. L. Suttle (Eds). Improving life at work. Glenview, IL: Scott, Foresman. Hair, J. F., Andeson, R.E., Tatham, R. L., & Black, W. C. (1998). Multivariate Data Analysis (5th ed.). New Jersey: Prentice-Hall.
Hand, J. & Lev, B. (2003). Intangible Assets: Values, Measures, and Risks. New York: Oxford University Press.
Hanser, L. M., & Muchinsky, P. M. (1978). Work as an information environment. Organizational Behavior and Human Performance, 21, 47-60.
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284–1295.
Herold, D. M., & Geller, M. M. (1977). Feedback: The definition of a construct. Academy of Management Journal, 20, 142-147.
Herold, D. M., & Parsons, C. K. (1985). Assessing the feedback environment in work organizations: Development of the job feedback survey. Journal of Applied Psychology, 70(2), 290-305.
Holding, D. H. (1965). Principles of Training, Pergamon Press, London.
Holton, E. & Baldwin, T. T. (2003). Improving Learning Transfer in Organizations. San Francisco, CA: Jossey-Bass.
Holton, E.F. III, Bates, R.A. & Ruona, W.E.A. (2000). Development of a generalized learning transfer system inventory. Human Resource Development Quarterly, 11, 333–360.
Horvath, M., Scheu, C. R, & DeShon, R. P. (2001). Goal orientation: Integrating theory and measurement. Paper presented at the 16th annual conference of the Society for Industrial and Organizational Psychology, San Diego, CA.
Ilgen, D. R., & Moore, C. F. (1987). Types and choices of performance feedback. Journal of Applied Psychology, 72, 401-406.
Ilgen, D. R., Fisher, C. D., & Taylor, M. S. (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64, 349-371.
Jagacinksi, C. M., & Nicholls, J. G. (1987). Competence and affect in task involvement and ego involvement: The impact of social comparison information. Journal of Educational Psychology, 79,107–114.
Janssen, O., & Van Yperen, N. W. (2004). Employees’ goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47(3), 368-384.
Jaques, E. 1(961). Equitable payment. New York: Wiley.
Johnson, J. W. (2003). Toward a better understanding of the relationship between personality and individual job performance. In M. R. Barrick & A. M. Ryan (Eds.), Personality and work (pp.83-120). San Francisco: Jossey-Bass.
Jordan, J. P. (1963). Exploratory behavior: The formation of self and occupational concepts. In D. E. Super, R. Stratishersky, N. Mattin, & J. P. Jordaan (Eds.), Career develpment self-concept theory (pp.42-78). New York: College Examination Board.
Kahn, S. B. (1969). Affective correlates of academic achievement. Journal of Educational Psychology, 60, 216-221.
Karl, K. A., O’Leary-Kelly & Martocchio J. J. (1993). The impact of feedback and self-efficacy on performance in training. Journal of Organization Behavior, 14(4), 379-394.
Katz,D., & Kahn,L.R. (1978). The Social Psychology of Organization, (2nd ed.), New York: Wiley.
Kelloway, E. K. & Barling, J. (2000). Knowledge work as organizational behavior. International Journal of Management Reviews, 2, 287–304.
Khasawneh, S., Bates, R. A., & Holton, E. F. III (2006). Construct validation of an Arabic version of the learning transfer system inventory for use in Jordan. International Journal of Training and Development, 10, 180–194.
Kirkpatrick, D.L. (1967). Evaluation of training. In Craig, R.L. and Bittel, L.R. (eds), Training and Development Handbook. (pp.87-112)New York: McGraw-Hill.
Kilpatrick, M., Bartholomew, J., & Riemer, H. (2003). The measurement of goal orientations in exercise. Journal of Sport Behavior, 26(2) 121–136.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
Knight, P. A., & Nadel, J. I. (1986). Humility revisited: Self-esteem, information search, and policy consistency. Organizational Behavior and Human Decision Processes, 38, 196-206.
Korman, A. (1977).Organization Behavior, Englewood Cliffs, NJ: Prentice Hall, Inc.
Kozlowski, S. W. J., Gully, S. M., Brown, K. G., Salas, E., Smith, E. M., & Nason, E. R.(2001). Effects of training goals and goal orientation traits on multidimensional training outcomes and performance adaptability. Organizational Behavior and Human Decision Processes, 85(1), 1-31.
Kung, M., & Steelman, L.A. (2003). A cross-cultural study in feedback-seeking. Pape presented at the 18th Annual Meeting of the Society for Industrial/Organizational Psychology, Orlando.
Kuprutz, V.W. (2000). The role of the physical environment in maximizing opportunities for the aging workforce. Journal of Industrial Teacher Education, 37(2), 66–88.
Laker, D. R. (1990). Dual Dimensionality of Training Transfer. Human Resource Development Quarterly, 1(3), 209-223.
Larson, J. R., Jr., & Callahan, C. (1990). Performance monitoring: How it affects work productivity. Journal of Applied Psychology, 75, 530-538.
Latham, G. P., & Kinne, S. B. (1974). Improving job performance through training in goal setting. Journal of Applied Psychology, 59(2), 187-191.
Lee, C., Hui, C., Tinsley, C. H., & Niu, X. (2006). Goal orientations and performance: role of temporal norms. Journal of International Business Studies, 37, 484-498
Levy, P. E., Albright, M. D., Cawley, B. D., & Williams, J. R. (1995). Situational and individual determinants of feedback seeking: A closer look at the process. Organizational Behavior and Human Decision Processes, 62, 23–37.
Li, W., Solmon, M. A., Lee, A. M., Purvis, G. and Chu, H. (2007), Examining the relationships between students’ implicit theories of ability, goal orientations and the preferred type of augmented feedback, Journal of Sport Behavior, 30, 280–91.
Likang, C., & Duda, J. L. (1995). Multi-sample confirmatory factor analysis of the Task and Ego Orientation in Sport Questionnaire. Research Quarterly for Exercise & Sport, 66(2), 91-99.
Locke, E. A. (1980). Latham vs. Komaki: A total of two paradigma. Journal of Applied Psychology, 65, 16-23.
London, M. (1997). Job Feedback: Giving, Seeking, and Using Feedback for Performance Improvement. Mahway, NJ: Lawrence Erlbaum Associates.
MacBryde, J., & Mendibil, K. (2003). Designing performance measurement systems for teams: Theory and practice. Management Decision, 41, 722-733.
Maddox, W. T., Ashby, F. G., & Bohil, C. J. (2003). Delayed feedback effects on rule-based and information-integration category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 650–662.
Mangos, P. M., & Steele-Johnson, D. (2001). The role of subjective task complexity in goal orientation, self-efficacy, and performance relations. Human Performance, 14, 169–186.
Martin, D., & Dennis, M. M. (2004). The Development and Validation of the Goal Orientation and Learning Strategies Survey(Goal-S). Educational and Psychological Measurement, 64(2), 290-310.
Martocchio, J. J., & Hertenstein, E. J. (2003), ‘Learning orientation and goal orientation context: relationships with cognitive and affective learning outcomes’, Human Resource Development Quarterly, 14, 413–34.
Marjoribanks, K. (1976). School attitudes, cognitive ability, and academic achievement. Journal of Educational Psychology, 68, 653-660.
Mark, M. A., & Panzer, F. J. (2004). The influence of team monitoring on team processes and performance. Human Performance, 17, 25-41.
Mathieu, J. E., Martineau, J. W. and Tannenbaum, S. I. (1993). Individual and situational influences on the development of self-efficacy: implications for training effectiveness. Personnel Psychology, 46, 125–147.
Mathieu, J.E., Tannenbaum, S.I. and Salas, E. (1992). Influences of individual and situational characteristics on measures of training effectiveness. Academy of Management Journal, 35, 828–847.
McClelland, D.C. (1965). Toward a theory of motive acquisition. American Psychologist, 20(5), 321-333.
Mihal, W. L., Sorce, P. A. & Compet, T. E. (1984). A process model of individual career decision making. Academy of Management Review, 9, 95-103
Milheim, W. D., & Martin, B. L. (1991). Theoretical bases for the use of learner control: Three different perspectives. Journal of Computer-Based Instruction, 18, 99–105.
Miller, V. D., & Jablin, F. M. (1991). Information seeking during organizational entry: Influences, tactics, and a model of the process. The Academy of Management Review, 16, 92-120.
Milner, K. A., & DeShon, R. P. (2001) Effects of information seeking on performance ratings. Presented at 16th Annual Conference of the Society for Industrial and Organizational Psychology, San Diego, CA.
Morin, L., & Renaud, S. (2004). Participation in corporate university training: its effect on individual job performance. Canadian Journal of Administrative Sciences, 27(4), 295-306.
Morrison. E. W. (1993). Newcomer information seeking: exploring types, modes, sources, and outcomes. Academy of Management Journal. 36, 557-589.
Morrison, E. W. (1993a). Longitudinal study of the effects of information seeking on newcomer socialization. Journal of Applied Psychology, 78, 173-183.
Morrison, E. W. (1993b). Newcomer information seeking: Exploring types, modes, sources, and outcomes. Academy of Management Journal, 36, 173-183.
Morrison, E. W., & Cummings, L. L. (1992). The impact of feedback diagnosticity and performance expectations on feedback seeking behavior. Human Performance, 5, 251-264.
Morrison, E. W., & Phelps, C. C. (1999). Taking charge at work: Extra-role efforts to initiate workplace change. Academy of Management Journal, 42, 403–419
Morin, L., & Renaud, S. (2004). Participation in corporate university training: its effect job performance. Canadian of Journal Administrative, 24(4), 295-306.
Mount, M. K. & Barrick, M. R. (1998). Five reasons why the ‘Big Five’ article has been frequently cited. Personnel Psychology, 51, 849–858.
Mussweiler, T., Gabriel, S., & Bodenhausen, G. V. (2000). Shifting social identities as a strategy for deflecting threatening social comparisons. Journal of Personality and Social Psychology, 79, 398-409.
Naquin, S. S. & Holton, E. F. III (2001). Motivation to improve work through learning in human resource development. In Aliage, O. (ed.), 2001 Academy of Human Resource Development Proceedings and Annual Conference. Baton Rouge, LA: Academy of Human Resource Development, pp. 1040–1047.
Naquin, S. S. & Holton, E. F. III (2002). The effects of personality, affectivity, and work commitment on motivation to improve work through learning. Human Resource Development Quarterly, 13, 357–376.
Newstrom, J. W. (1984). A role-taker time differentiated integration of transfer strategies. American Psychological Association. Toronto, Ontario.
Nguyen, F. (2009). The effect of performance support and training on performer attitudes. Performance Improvement Quarterly, 22(1), 95-114.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346.
Nicholls, J. G., Patashnick, M., & Nolen, S. B. (1985). Adolescents’ theory of education. Journal of Educational Psychology, 77, 683–692.
Noe, R. A. (1986). Trainess’ Attributes and Attitudes:Neglected Influence on Training Effectiveness. Academy of Management, 11(4), 739-749.
Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. New York: Oxford University Press.
Nooteboom, B. (2000). Learning and Innovation in Organizations and Economies. New York: Oxford University Press.
Northcraft, G. B., & Ashford, S. J. (1990). The preservation of self in everyday life: The effects of performance expectations and feedback context on feedback inquiry. Organizational Behavior and Human Decision Processes, 47, 42-64.
Nunnally, J. C. (1978). Psychometric Theory (2th. Ed ). New York: McGranw-Hill.
Oakes, D. W., Ferris, G. R., Martocchio, J. J., & Buckley, M. R. (2001). Cognition ability and personality predictors of training program skill acquisition and job performance. Journal of Business and Psychology, 15(1), 523-548.
Olsen, J.H. Jr (1998). The evaluation and enhancement of training transfer. International Journal of Training and Development, 2, 61–75.
Park, G., Schmidt, A. M., Scheu, C., & DeShon, R. P. (2007). A process model of goal orientation and feedback seeking. Human Performance, 20, 119-145.
Parker, S. K., Williams, H., M., & Turner, N. (2006). Modeling the antecedents of proactive behavior at work. Journal of Applied Psychology, 91, 636–652.
Pearce, J. L., & Poter, L. W. (1986). Employee responses to formal performance appraisal feedback. Journal of Applied Psychology, 71, 211-218.
Philips, J. M., & Gully, S.M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self -efficacy and goal-setting process. Journal of Applied Psychology, 82(5), 792-802.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
Podsdakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational citizenship behaviors: Critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26, 513–563.
Porath, C. L., & Bateman, T. S.(2006). Self-Regulation: From Goal Orientation to Job Performance. Journal of Applied Psychology, 91(1), 185-192.
Pulakos, E. D., Arad, S., Donovan, M. A., & Plamondon, K. E. (2000). Adaptability in the workplace: Development of a taxonomy of adaptive performance. Journal of Applied Psychology, 85, 612–624.
Prue, D. M., & Fairbamk, J. A. (1981). Performance feedback in organizational behavior management: A review. Journal of Organizational Behavior Management, 3, 1-16.
Reen, R. W., & Fedor, D. B. (2001). Development and field test of a feedback seeking, self-efficacy, and goal setting model of work performance. Journal of Management, 27, 563-583
Rigers, A., & Spitzmueller, C. (2009). Individualism-collectivism and the role of goal orientation in organizational training. International Journal of Training and Development, 13(3), 185-201.
Robinson, D.G. and Robinson, J.C. (1995). Performance Consulting Moving beyond Training. San Francisco, CA: Berrett-Koehler.
Roger, A., & Spitzmueller. C. (2009). Individualism-collectivism and the role of goal orientation in organizational training. International Journal of Training and Development, 13(3), 185-201.
Royer, J. M. (1979). Theories of the transfer of learning. Educational Psychologist, 14, 53-69.
Russell, J., & Wexley, K.N. (1984). Questioning the Effectiveness of Behavior Modeling Training in an Industrial Setting. Personnel Psychology, 37, 465-481.
Sackett, P. R., & DeVore, C. J. (2001). Counterproductive behaviors at work. In N. Anderson, D. S. Ones, H. K. Sinangil, & C. Viswesvaran (Eds.), Handbook of industrial, work and organizational psychology, (pp.154-164). Sage Publications.
Saks, A. M. & Belcourt, M. (2006). An investigation of training activities and transfer of training in organizations. Human Resource Management, 45, 629–648.
Schermerhorn, J. R. (1989). Management for productivity, (3rd ed.), New York: John Wiley and Sons.
Schmidt, F. L., & Hunter, J. E. (1992). Development of a causal model of processes determining job performance. Psychological Science,1, 89-92.
Sedikides, C. (1993). Assessment, enhancement, and verification determinants of self-evaluation process. Journal of Personality and Social Psychology, 65, 317-338.
Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. (2004). Goal setting and goal orientation: An integration of two different yet related literatures. Academy of Management Journal, 47(2), p.227
Seyler, D.L., Holton, E.F. III, Bates, R.A., Burnett, M.F. and Carvalho, M.A. (1998). Factors affecting motivation to transfer training. International Journal of Training and Development, 2, 2–16.
Silver, W. S., Mitchell, T. R., & Gist, M.E. (1995). Responses to successful and unsuccessful performance: the moderating effect of self-efficacy on the relationship between performance and attributions. Organizational Behavior and Human Decision Processes, 62, 286–299.
Smith-Jentsch, K. A., Jentsch, F. G., Payne, S. C. & Salas, E. (1996). Can pretraining experiences explain individual differences in learning? Journal of Applied Psychology, 81, 110–116.
Smith, C. A., Organ, D. W., & Near, J. P. (1983).Organizational citizenship behavior: Its nature and antecedents. Journal of Applied Psychology, 68, 653-663.
Sofo, F. (1999). Human Resource Development: Perspectives, Roles and Practice Choices (Sydney: Business and Professional Publishing).
Spencer. B. A. (1994). Models of organization and total quality management: a comparison and critical evaluation. Academy of Management Review. 19, 446-471.
Stajkovic, A. D., Luthans, F. (1998). Self-Efficacy and Work-Related Performance: A Meta-Analysis. Psychological Bulletin, 124(2), 240-261.
Steele-Johnson, D., Beauregard, R. S., Hoover, P. B., & Schmidt, A. M. (2000). Goal orientation and task demand effects on motivation, affect, and performance. Journal of Applied Psychology, 85, 724–738.
Steellman, L. A., Levy, P. E., & Snell, A.F. (2004).The feedback environment scale: construct definfition, measurement, and validation. Educational and Psychological Measurement, 64(1), 165-184.
Storberg, W. J. (2004). Towards a Theory of Human Capital Transformation through Human Resource Development. St. Paul, MN: Swanson and Associates Human Resource Development Research Center.
Sturnpf, S. A., Colarelli, S. M., & Hartman, K. (1983). Development of the career exploration exploration survey (CES). Journal of Vocational Behavior, 22, 191-226.
Suarez Riveiro, J. M., Cabanach, R. G., & Arias, A. V. (2001). Multiple goals pursuit and its relation to cognitive, self-regulatory, motivational strategies. British Journal of Educational Psychology, 71(4), 561-572.
Sugawara, H. M., & MacCallum, R. C. (1993). Effect of estimation method on incremental fit indexes for covariance structure model. Applied Psychological Measurement, 17, 365-377.
Super, D. E., Crites, J., Hummel, R., Moser, H., Overstreet, P., & Warnath, C. (1957). Vocational development: A framework for research. New York: Bureau of Rearch, Teachers College, Columbia University.
Sujan, H., Weitz, B. A., & Kumar, N. (1994). Learning Orientation, Working Smart, and Effective Selling. Journal of Marketing, 58, 39-52.
Swanson R. (1999). HRD theory, real or imagined? Human Resource Development, 2(1), 2–5.
Swann, W. B., Stein-Seroussi, A., & Giesler, R. B. (1992). Why people delf-verify. Journal of Personality Social Psychology, 62, 392-401.
Swanson, R. A., & Holton, E. F. (2001). Foundations of human resource development (pp.179-200). San Francisco: Berrett-koehler.
Taggar, S., & Brown, T.C. (2006). Interpersonal affect and peer rating bias in teams. Small Group Research, 37, 86-111.
Tannenbaum, S.I., Mathieu, J.E., Salas, E. & Cannon-Bowers, J.A. (1991). Meeting trainees’ expectations: the influence of training fulfillment on the development of commitment, self-efficacy, and motivation. Journal of Applied Psychology, 76, 759–769.
Thayer, P.W. & Teachout, (1995). A Climate for Transfer Model. AL/HR-TP-1995-0035, Brooks Air Force Base, Texas.
Tracey, J.B., Tannenbaum, S.I., & Kavanagh, M.J. (1995). Applying trained skills on the job: the importance of the work environment. Journal of Applied Psychology, 80, 239–252.
Trope, Y., & Neter, E. (1994). Self-assessment and task performance. Journal of Experimental Social Psychology, 66, 646-657.
Tuckey, M., Brewer, N., & Williamson, P. (2002). The influence of motives and goal orientation on feedback seeking. Journal of Occupational and Organizational Psychology, 75, 195-216.
Tziner, A., Haccoun, R. R. & Kadish, A. (1991). Personal and situational characteristics influencing the effectiveness of transfer of training improvement strategies. Journal of Occupational Psychology, 64, 167–177.
Vancouver, J. B., & Morrison, E. W. (1995). Feedback inquiry: The effect of source attributes and individual differences. Organizational Behavior and Human Decision Processes, 62, 276-285.
VandeWalle, D. (1993). Feedback seeking behavior: A goal orientation model. Paper presented at the 1993 Academy of Management national meeting, Atlanta, GA.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 58, 995–1015.
Vandewalle, D., Brown, S. P., Cron L., & Slocum, J. W. (1999). The influence of goal orientation and self-regulation tactics on sales performance: A longitudinal field test. Journal of Applied Psychology, 84(2), 249-259.
VandeWalle, D., Cron, W. L., & Slocum, J. W. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86(4), 629-640.
VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation on the feedback seeking process. Journal of Marketing, 49, 76-86.
Velada, R., Caetano, A., Michel, J. W., Lyons, B. D., & Kavanagh, M. J. (2007). The effects of training design, individual characteristics and work environment on transfer of training. International Journal of Training and Development, 11(4), 282-294.
Walsh, J. P., Ashford, S. J., & Hill, T. E. (1985). Feedback Obstruction: The Influence of the Information Environment on Employee Turnover Intentions. Human Relations, 38(1), 23-46.
Wayne, S. J., & Liden, R. C. (1995). Effects of impression management on performance ratings: A longitudinal study. Academy of Management Journal, 38, 232-260.
Welbourne, T. M., Johnson, D. E., & Erez, A. (1998). The role-based performance scale: Validity analysis of a theory-based measure. Academy of Management Journal, 41, 540–555.
Wexley, K. N., & Latham, G. P. (1981). Development of training human resources in organizations. Glenview, IL: Scott, Foresman.
Whitaker, B. G., Dahling, J. J., & Levy, G. (2007). The Development of a Feedback Environment and Role Clarity Model of Job Performance. Journal of Management, 33(4), 570-591.
Wood, J. V. (1989). Theory and research concerning social comparisons of personal attributes. Psychological Bulletin, 106, 231-248.
Yamnill, S., & Mclean, G. N. (2001). Theories supporting transfer of training. Human Resource Development Quarterly, 12(2), 195-208
Yeo, G. B., & Neal, A. (2004). A multilevel analysis of effort, practice, and performance: Effects of ability, conscientiousness, and goal orientation. Journal of Applied Psychology, 89, 231–247.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 個人學習層次、學習滿意度與訓練移轉關係之探討
2. 資訊教育訓練學習轉移成效之研究-以基層公務人員為例
3. 團隊中目標導向與政治行為、績效之關係研究—跨層級分析
4. 新進人員成就動機與新人訓練學習滿意度對工作績效影響之研究-以訓練遷移為中介變項
5. 新進員工主動生涯行為與主觀生涯成功關係之研究:以訓練遷移為中介變項
6. 員工回饋尋求行為與工作績效關係之探究─以目標承諾、目標明確為中介變項
7. 訓練移轉在嚴謹性人格特質與工作績效關係之干擾效果研究-以台南某食品加工製造廠為例
8. 目標導向與績效之關係研究-工作特性之調節效果
9. 訓練遷移氣候與工作績效關係之探討-以遷移自我效能為中介變項
10. 訓練移轉影響因素對員工工作動機與工作績效之影響-以保險業為例
11. 目標導向、組織公民行為、顧客導向行為與工作績效關聯性之研究-以金控業財富管理業務人員為例
12. 兩岸地區外資金融機構業務人員內外控人格特質、目標取向及工作滿足對工作績效影響之研究
13. 真誠領導、目標導向、心理賦能 與員工工作績效、組織公民行為之研究
14. 員工潛能、工作績效與晉升力評分關聯性之研究-主管的學習目標導向與績效證明導向的調節效果
15. 目標導向與訓練遷移關係之研究:後設認知之中介效果
 
系統版面圖檔 系統版面圖檔