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研究生:曾莉閔
研究生(外文):Li-Min Tseng
論文名稱:工作要求、工作資源與學習行為關係之研究
論文名稱(外文):A Study of the Relationships among Job Demands, Job Resources, and Learning Behavior
指導教授:黃瓊慧黃瓊慧引用關係
指導教授(外文):Chiung-Hui 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:106
畢業學年度:100
語文別:中文
論文頁數:121
中文關鍵詞:工作要求工作資源工作壓力心理安全學習行為
外文關鍵詞:Job demandsJob resourcesJob stressPsychological safetyLearning behavior
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本研究以工作要求-資源模型為基礎,探討工作要求(心理要求、情緒要求)、工作資源(工作控制、主管支持、同事支持)、工作壓力、心理安全與學習行為之間的關係。本研究採用問卷調查方式,以高雄地區的醫院與高科技公司之工作者為調查對象,完成之有效問卷分別為234份與377份,有效回收率分別為78%與89.8%。研究結果發現:

一、 以醫院為研究對象
1. 工作要求-心理要求與學習行為有顯著正向關係
2. 工作要求、工作要求-心理要求、工作要求-情緒要求與工作壓力有顯著正向關係。
3. 工作資源、工作資源-同事支持與學習行為有顯著正向關係
4. 工作資源、工作資源-主管支持與心理安全有顯著正向關係。
5. 心理安全與學習行為有顯著正向關係。
6. 工作壓力在工作要求-心理要求與學習行為之間具有完全的中介效果。
7. 心理安全在工作資源與學習行為之間具有完全的中介效果。

二、 以高科技公司為研究對象:
1. 工作要求、工作要求-心理要求與學習行為有顯著正向關係
2. 工作要求、工作要求-心理要求、工作要求-情緒要求與工作壓力有顯著正關係。
3. 工作資源、工作資源-工作控制、工作資源-主管支持、工作資源-同事支持與學習行為有顯著正向關係。
4. 工作資源、工作資源-工作控制、工作資源-主管支持、工作資源-同事支持與心理安全有顯著正向關係。
5. 心理安全與學習行為有顯著正向關係。
6. 工作壓力在工作要求、工作要求-心理要求與學習行為之間具有完全或部分的中介效果。
7. 心理安全在工作資源、工作資源-工作控制、工作資源-主管支持、工作資源-同事支持與學習行為之間具有部分中介效果。

綜合上述,不論醫院員工或高科技員工面對工作要求-心理要求時皆會感受到工作壓力,而此工作壓力會進一步促使員工產生正向的學習行為;此外,當員工擁有工作資源時會產生心理安全,經由此心理狀態能夠激發員工提升自我能力,增加其學習行為表現。由此,適當工作要求-心理要求與工作資源賦予,對於員工的學習成長有相當大的助益。
Drawing on Job Demands-Resources model, the study investigates the relationship among job demands (psychological demands, emotional demands), job resources (job control, superviorser support, and peer support), job stress, psychological safety, and learning behavior. The study used the questionnaire survey. The employees of hospital and high technology industry in Kaohsiung area are included as the research samples. A total of 234 and 377 samples, and 78% and 89.8% return rate are valid. The results are as following:

The employees of hospital:
1. There are positive relationships between job demands-psychological demands and learning behavior.
2. There are positive relationships between job demands, job demands-psychological demands, job demands-emotional demands and job stress.
3. There are positive relationships between job resources, job resources-peer support and learning behavior.
4. There are positive relationships between job resources, job resources-superviorser support and psychological safety.
5. There is positive relationship between psychological safety and learning behavior.
6. Job stress fully mediated the relationship between job demands-psychological demands and learning behavior.
7. Psychological safety fully mediated the relationship between job resources and learning behavior.

The employees of high technology industry:
1. There are positive relationships between job demands, job demands-psychological demands and learning behavior.
2. There are positive relationships between job demands, job demands-psychological demands, job demands-emotional demands and job stress.
3. There are positive relationships between job resources, job resources-job control, job resources-superviorser support, job resources-peer support and learning behavior.
4. There are positive relationships between job resources, job resources-job control, job resources-superviorser support, job resources-peer support and psychological safety.
5. There is positive relationship between psychological safety and learning behavior
6. Job stress fully or partially mediated the relationship between job demands, job demands-psychological demands and learning behavior.
7. Psychological safety partially mediated the relationship between job resources, job resources-job control, job resources-superviorser support, job resources- peer support and learning behavior.

In sum, employees who are not only in hospital but also in high technology industry would feel job stress when they face job demands-psychological demands, and then they would perform the positive learning behavior. In addition, employees who obtain job resources would get psychological safety, and then they would enhancetheir capability and learning behavior. Therefore, applicable job demands-psychological demands and job resources could be helpful to employees’ learning and advancement.
中文摘要 i
英文摘要 iii
誌 謝 v
目 錄 vi
表目錄 vii
圖目錄 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 6
第二章 文獻探討 7
第一節 工作要求-資源模型 7
第二節 工作壓力 13
第三節 心理安全 22
第四節 學習行為 26
第五節 各研究變項關係之推論 31
第三章 研究方法 36
第一節 研究架構 36
第二節 研究假設 37
第三節 研究變項之操作型定義與衡量工具 38
第四節 研究對象與資料收集過程 52
第五節 樣本特性分析 53
第六節 資料分析 55
第四章 研究結果 57
第一節 各變項之描述分析 57
第二節 各變項相關分析 58
第三節 各變項迴歸分析 62
第四節 研究假設結果彙整 85
第五章 結論與建議 90
第一節 理論意涵 90
第二節 實務建議 95
第三節 研究限制與後續研究建議 98
參考文獻 100
一、 中文部分 100
二、 英文部分 103
三、 網路資料 111
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