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研究生:吳佳玲
研究生(外文):Chia-Lin Wu
論文名稱:目標導向與訓練遷移關係之研究:後設認知之中介效果
論文名稱(外文):The Relationship of Goal Orientation and Training Transfer:The Mediating Effects of Metacognition
指導教授:黃佳純黃佳純引用關係
指導教授(外文):Jie-Tsuen Huang
口試委員:劉廷揚馮國豪王湧泉
口試委員(外文):Ting-Yang LiuKuo-Hao FengYung-Chuan Wang
口試日期:2014-06-23
學位類別:碩士
校院名稱:國立高雄應用科技大學
系所名稱:人力資源發展系碩士班
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:2014
畢業學年度:102
語文別:中文
論文頁數:126
中文關鍵詞:目標導向後設認知訓練遷移
外文關鍵詞:Goal orientationMetacognitionTraining transfer
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面對瞬息萬變的競爭環境,企業為了要在市場中佔有一席之地,將人力資源視為核心能力與競爭優勢的關鍵要素。透過教育訓練的方式,來提升員工的能力,並期望員工能將所學應用至工作中,為組織創造價值。藉由訓練遷移成效,來衡量員工訓練內容吸收的程度,以評估所投入的訓練資源是否能帶來效益和影響。然而,影響訓練遷移的因素甚多,本研究以目標導向作為影響訓練遷移的重要因素,並探討後設認知在目標導向與訓練遷移間之中介效果,以釐清影響訓練遷移成效的原因。
本研究以各行業人員為研究對象,透過便利抽樣的方式進行問卷調查,來蒐集所需資料,共發放400份問卷,有效回收問卷為295份,有效回收率為73.75%,經統計實證分析後,研究結果如下:
一、 學習目標導向對訓練遷移具有正向影響
二、 證明目標導向對訓練遷移具有正向影響
三、 趨避目標導向對訓練遷移具有負向影響
四、 學習目標導向對後設認知具有正向影響
五、 證明目標導向對後設認知具有正向影響
六、 趨避目標導向對後設認知具有負向影響
七、 後設認知對訓練遷移具有正向影響
八、 後設認知在學習目標導向與訓練遷移之間具有完全中介效果
九、 後設認知在證明目標導向與訓練遷移之間具有完全中介效果
十、 後設認知在趨避目標導向與訓練遷移之間具有部分中介效果

In a rapidly changing competitive environment, companies attempts to have a place in the market. Therefore, companies regard human resource as a key elements of business core competence and competitive advantage. Many organizations use training as a way to enhance employee’s ability and expect employees to apply what they learned in training to create organization value. Through understanding the effects of training transfer, we can measure the extent that employees absorb the training content and assess whether the investment in training resources can bring benefits and impacts. However, there have been many factors affect training transfer. In order to clarify the factors impacting training transfer, this study proposes that goal orientation is a significant predictor of training transfer and metacognition will be a mediating variable in the relationship of goal orientation and training transfer.
The sample of the study was the personnel in different industry, and the required data were collected through the convenience sampling method. A total of 400 questionnaires were distributed. The number of valid questionnaires are 295. The valid return rate is 73.75%. Through the empirical analysis, the results are as follow:
1. Learning goal orientation has a positive effect on training transfer.
2. Prove goal orientation has a positive effect on training transfer.
3. Avoid goal orientation has a negative effect on training transfer.
4. Learning goal orientation has a positive effect on metacognition.
5. Prove goal orientation has a positive effect on metacognition.
6. Avoid goal orientation has a negative effect on metacognition.
7. Metacognition has a positive effect on training transfer.
8. Metacognition has a complete mediating effect in the relationship of learning goal orientation and training transfer.
9. Metacognition has a complete mediating effect in the relationship of prove goal orientation and training transfer.
10. Metacognition has a partial mediating effect in the relationship of avoid goal orientation and training transfer.

摘要 i
Abstract ii
致謝 iii
目錄 iv
表目錄 vi
圖目錄 vii
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 目標導向 8
第二節 後設認知 19
第三節 訓練遷移 33
第四節 各研究變項之關係 48
第參章 研究方法 54
第一節 研究架構 54
第二節 研究假設 55
第三節 研究變項之操作型定義與衡量工具 56
第四節 研究對象選擇與資料收集過程 60
第五節 資料分析方法 62
第六節 量表之信效度分析 67
第肆章 研究結果與討論 71
第一節 樣本描述性分析 71
第二節 相關分析 76
第三節 迴歸分析 79
第四節 中介效果分析與檢驗 84
第五節 各研究假設之結果彙整 89
第伍章 結論與建議 90
第一節 研究結論與討論 90
第二節 學術意涵與管理意涵 96
第三節 實務建議 98
第四節 研究限制與後續研究建議 102
參考文獻 104
一、 中文部分 104
二、 英文部分 106


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