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研究生:黃榮欣
研究生(外文):HUANG JUNG HSIN
論文名稱:情緒智力、不當督導與師徒功能關係之研究
論文名稱(外文):Relationships among Emotional Intelligence, Abusive Supervision and Mentoring Function
指導教授:董玉娟博士
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:100
畢業學年度:100
語文別:中文
論文頁數:81
中文關鍵詞:情緒智力不當督導師徒功能
外文關鍵詞:Emotional IntelligenceAbusive SupervisionMentoring Function
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師徒制目前已成為成功企業界培育英才與接班人的秘密武器,更是個人職涯發展成功的最佳策略工具。過去有關師徒功能的研究,多半將師徒功能列為自變項或中介變項,來探討其對後果變項的影響。但師徒關係有可能會受到不同的前因情境影響,如主管的不當督導行為影響、情緒智力等,為了彌補此一研究缺口,本研究即以情緒智力為自變項、師徒功能為依變項,除探討彼此之間的關聯性外,更進一步以徒弟(士兵)對師父(士官)不當督導行為的認知為中介變項,來探討不當督導在情緒智力與師徒功能間的所產生的中介效果。
本研究採問卷調查法,選定國軍野戰部隊基層士官、士兵為研究對象共350組(包含350位士官與350位士兵)。共計回收312組問卷,剃除無效問卷,共計回收有效的完整問卷226組,有效回收率64.6%。分析方法採用SPSS for Windows 12.0版執行階層迴歸分析。研究結果發現,情緒智力與師徒功能及不當督導有顯著的關係,而不當督導會影響師徒功能的展現;然情緒智力無法透過不當督導行為,來影響師父的師徒功能。再進一步對各子構面間的關係研究發現,自我情緒評估及他人情緒評估,能透過不當督導行為來影響職涯支持功能。另外情緒智力會透過不當督導影響徒弟的師徒功能。
最後,本文針對研究結果進行討論,並對實務意涵、研究限制,及未來研究方向提出說明與建議。
Mentoring has already become the secret weapon for the successful industry which can develop employees’ abilities and a successor. It also can be a successful tactic for personal career development. Past research on the Mentoring Function always put it as Independent variable or Intervening variable and try to find out the effects on the outcome variables.Rather,the mentoring relationship influenced by improper supervision,emotional intelligence. For covering the research gap,my paper follow the steps on Emotional Intelligence as Independent variable and Mentoring Function as Dependent variable. The purpose not only try to find out the relations between each other,but also try to figure out the Mediating Effects of Abusive Supervision between Emotional Intelligence and Mentoring Function.
This research follow by the manner of questionnaire investigate, base on sample include field troop’s 350 sergeants and privates(each of them).312 quesionnaires were returned and 226 were valid. The valied returned rate is 64.6%.The results shows that the mentor’s Emotional Intelligence have significant relationship with Mentoring Function and Abusive Supervision,Mentoring Function have significant relationship with mentor’s Abusive Supervision;But the whole Emotional Intelligence couldn’t affect Mentoring Function through Abusive Supervision. We further find, self-emotional appraisal and other’s emotional appraisal can affect Vocational Support function through Abusive Supervision.
目錄 IV
表目錄 VI
圖目錄 VII
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 6
第一節 師徒關係的類型 7
一、師徒關係的起源 7
二、師徒關係的意涵 7
三、師徒關係的類型 8
第二節 國軍現有的師徒制度 12
一、軍事院校的師徒制 12
二、部隊的師徒制 13
第三節 師徒功能 15
一、師徒功能的內涵 15
二、師徒功能的前因與後果 16
第四節 情緒智力與師徒功能 17
一、情緒的來源 17
二、情緒智力的意涵 18
三、情緒智力與師徒功能 19
第五節 不當督導 22
一、不當督導 22
二、不當督導的前因與後果 23
四、情緒智力與不當督導 24
五、不當督導與師徒功能 25
第六節 不當督導的中介效果 27
第七節 控制變項 29
第三章 研究設計與方法 30
第一節 研究架構 30
第二節 研究假設 31
第三節 變項之定義與衡量構面 32
一、情緒智力 32
二、不當督導 34
三、師徒功能 35
第四節 抽樣方法與回收樣本資料分析 37
一、抽樣方法 37
二、回收樣本資料分析 37
第五節 資料分析方法 40
一、敘述統計分析 40
二、因素分析 40
三、內部一致性分析 40
四、內容效度 40
五、Pearson積差相關分析 41
六、迴歸分析 41
第六節 因素分析與信度分析 42
一、因素分析 42
二、各量表之探索性因素分析及信度分析 42
第四章 研究分析與結果 46
第一節 變數的基本特性分析 46
一、描述性統計分析 46
二、相關分析 47
第二節 假設驗證 49
一、情緒智力與師徒功能的關係 49
二、情緒智力與不當督導的關係 49
三、不當督導與師徒功能的關係 50
四、情緒智力透過不當督導行為的中介效果,影響師徒功能 50
第三節 其他分析結果 53
第四節 假設檢定結果 64
第五章 討論與建議 65
第一節 研究結果分析討論 65
第二節 管理意涵與實務建議 68
第三節 研究限制與未來研究方向建議 70
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