簡易檢索 / 詳目顯示

研究生: 巫依容
Wu, Yi-Jung
論文名稱: 探討人格特質在採用遠距離辦公時其工作自我調控與工作績效之相關:以 COVID-19 疫情之觀點
Personalities Predict Self-Regulated Working and Job Performance as Work from Home during the COVID-19 Lockdown
指導教授: 洪榮昭
Hong, Jon-Chao
口試委員: 李懿芳 蔡其瑞
口試日期: 2021/06/22
學位類別: 碩士
Master
系所名稱: 工業教育學系
Department of Industrial Education
論文出版年: 2021
畢業學年度: 109
語文別: 中文
論文頁數: 131
中文關鍵詞: 新型冠狀病毒肺炎遠距離辦公特質活化理論人格特質工 作自我調控工作績效
英文關鍵詞: COVID-19, Work from home, Trait activation theory, Personality, Self-regulated working, Job performance
DOI URL: http://doi.org/10.6345/NTNU202101208
論文種類: 學術論文
相關次數: 點閱:229下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 在科技日新月異之下,遠距離辦公模式的出現,促使傳統典型的集體 辦公已不再是企業、員工等工作者的唯一選擇。然而,新型冠狀病毒肺炎 (COVID-19) 突如其來的爆發與肆虐,在短時間內造成了世界性的健康與 經濟危機,各國政府正在積極推動避免密切接觸和使用遠程辦公作為辦公 室工作的替代方式,以減輕疫情的影響。但是,這樣的辦公模式對於大多 數的工作者來說是極為生疏的,所以,要在毫無準備或準備不週全的情形 之下快速的適應與上手並不容易。因此,為了了解不同的工作者如何適合 居家辦公,本研究將以特質活化理論作為研究框架,探討在 COVID-19 的 背景之下,具有不同人格特質的工作者在採用遠距離辦公時其工作自我調 控與工作績效之間的關係。並且,透過滾雪球的抽樣的方式收集了 441 份 有效問卷,並進行了驗證性因素分析和結構方程模型的研究。研究結果顯 示,外向性人格對工作自我調控(準備、執行、評量)具有正向關係;神 經質人格對工作自我調控(準備、執行、評量)具有負向關係;工作自我 調控(準備、執行、評量)對工作績效具有正向關係。因此,可以預期到 本研究之結果,能夠藉由提升工作自我調節三階段來來提高遠距離辦公的 有效性。

    The advent of technology and telecommuting has led to the fact that traditional group work is no longer the only option for businesses and employees. However, the sudden outbreak of the novel coronavirus pneumonia (COVID-19) has caused a worldwide health and economic crisis in a short period of time, and governments are actively promoting the avoidance of close contact and the use of telecommuting as an alternative to office work in order to mitigate the impact of the epidemic. However, this mode of working from home is extremely new to most workers, so it is not easy to adapt quickly and with little or no preparation. To understand how different worker can be suited in working from home, this study adapted trait activation theory to conceptualize research framework to explore the relationship between self-regulation and performance of workers with different personality traits when using Internet in the context of the COVID- 19. A total of 441 valid questionnaires were collected using a snowball sampling method and subjected to confirmatory factor analysis and structural equation modeling. The results of the study showed that extraversion was positively associated with self-regulated working (preparation, execution, and evaluation); on the other hand, neuroticism was negatively associated with self-regulated working (preparation, execution, and evaluation). Self-regulated working (preparation, execution, and evaluation) are positively associated with job performance. Expectedly, the results of this study can be applied to promote the effectiveness of remote working by enhancing three stages of employees’ self- regulated working.

    謝辭 i 摘要 ii Abstract iii 目次 iv 表次 vi 第一章 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 研究問題 6 第四節 名詞釋義 8 第五節 研究範圍與限制 10 第二章 文獻探討 13 第一節 特質活化理論 13 第二節 人格特質 16 第三節 工作自我調控 22 第四節 工作績效 28 第三章 研究設計與假設 33 第一節 研究架構 33 第二節 研究流程 35 第三節 研究假設 36 第四節 研究方法 40 第五節 抽樣方法 40 第六節 研究對象 41 第七節 研究工具 42 第八節 資料處理與分析 48 第九節 研究倫理 51 第四章 研究結果 53 第一節 樣本之背景變項統計分析 53 第二節 項目分析 56 第三節 構面信度與效度分析 74 第四節 構面之敘述性統計分析 77 第五節 整體適配度分析 83 第六節 路徑分析 85 第七節 間接效應分析 88 第八節 差異分析 88 第五章 結論與建議 95 第一節 研究討論 95 第二節 研究結論 99 第三節 研究建議 102 第四節 未來研究建議 104 參考文獻 107 中文部分 107 英文部分 109 附錄一 問卷 129

    中文部分
    王智弘(2014)。自我調節學習。國家文官學院飛訊,183,1-17。
    王薇甄(2018)。從《新唐書・韓愈傳》論韓愈之人格特質。國文系第25屆系所友暨第12屆研究生學術研討會發表之論文,國立高雄師範大學文學院。
    池進通、李鴻文、陳芬儀(2008)。五大人格特質與工作績效關係之研究。經營管理論叢,4(2),1-9。
    吳文琦(2013)。人格特質與企業人力資源品牌偏好之研究(未出版碩士論文)。國立中央大學,桃園市。
    吳能惠(2014)。五大人格特質對服務導向組織公民行為影響之研究。文大商管學報,19(2),77-106。
    杜旭峯(2020)。領導型態對工作滿意度與工作績效之影響-以專案型組織為例(未出版碩士論文)。國立嘉義大學,嘉義市。
    邱彥婷(2004),連鎖企業組織能耐與智慧資本創造之實證研究-經濟性及社會性互動觀點(未出版碩士論文)。國立高雄科技大學,高雄市。
    高申春(2001)。人性輝煌之路:班杜拉的社會學習理論(初版)。臺北市:貓頭鷹。
    張春興(1991)。現代心理學。臺北市:東華。
    張春興(2007):教育心理學。臺北市:東華。
    陳力豪(2015)。應用行動化飲食系統於飲食管理與營養知識學習之成效探討(未出版碩士論文)。國立臺南大學,台南市。
    陳正文、車先蕙、李璨如、帥文慧、劉南琦(譯)(2003)。人格理論(原作者:Duane Schultz、Sydney Ellen Schultz)。臺北市:揚智文化。(原著出版年:1997)。
    黃英忠(2001)。現代管理學。臺北市:華泰。
    廖珮妏、呂辰軒(2019)。教師主動性人格增進其建言行為!由特質活化理論檢視知覺學校組織支持的潛在調節效果 。管理實務與理論研究,13(1),1-21。
    趙浩欽(2016)。人力資源管理措施與人格特質對工作投入與組織承諾之影響探討(未出版碩士論文)。國立中央大學,桃園市。
    蔡耀淞(2019)。主管領導風格與部屬幸福感對工作績效 影響之相關研究-以營造業為例(未出版碩士論文)。國立中正大學,嘉義縣。
    蕭麗玲(2020)。工作生活平衡與組織承諾之相關性研究-以外向人格特質為調節變項(未出版碩士論文)。國立中央大學,桃園市。
    英文部分
    Abulibdeh, A. (2020). Can COVID-19 mitigation measures promote telework practices?. Journal of Labor and Society, 23(4), 551-576.
    Agarwal, S., Ramadani, V., Gerguri-Rashiti, S., Agrawal, V., & Dixit, J. (2020). Inclusivity of entrepreneurship education on entrepreneurial attitude among young community: evidence from India. Journal of Enterprising Communities: People and Places in the Global Economy, 14(2), 299-319.
    Ahmed, M. A., Khattak, M. S., & Anwar, M. (2020). Personality traits and entrepreneurial intention: The mediating role of risk aversion. Journal of Public Affairs, e2275, 1-15.
    Ali, I., & Alharbi, O. M. (2020). COVID-19: Disease, management, treatment, and social impact. Science of the Total Environment, 728, 138861.
    Allen, T. D., Golden, T. D., & Shockley, K. M. (2015). How effective is telecommuting? Assessing the status of our scientific findings. Psychological Science in the Public Interest, 16(2), 40-68.
    Allport, G. W., (1961). Pattern and growth in personality. New York, NY: Holt, Rinehart & Winston.
    Amini, D., Anhari, M. H., & Ghasemzadeh, A. (2020). Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners. Cogent Education, 7(1), 1787018.
    Arslan, A. (2011). Ayrılıp birleşme tekniğinin erişiye, öz yeterlilik inancına ve öz düzenleme becerisine etkisi. ZKÜ Sosyal Bilimler Dergisi, 7(13), 369-385.
    Asgari, H., Jin, X., & Du, Y. (2016). Examination of the impacts of telecommuting on the time use of nonmandatory activities. Transportation Research Record, 2566(1), 83-92.
    Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
    Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: a meta-analysis. Personnet Pspchology, 44(1), 1-26.
    Barrick, M. R., Mount, M. K., & Judge, T. A. (2001) Personality and performance at the beginning of the New Millennium: What do we know and where do we go next?, International Journal of Selection and Assessment, 9(1/2), 9-30.
    Baruch, Y. (2000). Teleworking: Benefits and pitfalls as perceived by professionals and managers. New Technology, Work and Employment, 15(1), 34-49.
    Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing control: How and why people fail at self- regulation. Cambridge, MA: Academic Press.
    Baumeister, R. F., & Vohs, K. D. (2004). Sexual economics: Sex as female resource for social exchange in heterosexual interactions. Personality and Social Psychology Review, 8(4), 339-363.
    Bélanger, F., & Allport, C. D. (2008). Collaborative technologies in knowledge telework: An exploratory study. Information Systems Journal, 18(1), 101-121.
    Bernardino, A. (2017). Telecommuting: Modeling the Employer’s and the Employee’s Decision-Making Process. London, England: Routledge.
    Bidjerano, T., & Dai, D. Y. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17(1), 69-81.
    Bido, D., da Silva, D., & Ringle, C. (2014). Structural Equation Modeling with the SmartPLS. Brazilian Journal of Marketing, 13(2), 56-73.
    Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444.
    Blaskó, Z., Papadimitriou, E., & Manca, A. R. (2020). How will the COVID-19 crisis affect existing gender divides in Europe?. Luxembourg: Publications Office of the European Union.
    Boell, S. K., Cecez‐Kecmanovic, D., & Campbell, J. (2016). Telework paradoxes and practices: The importance of the nature of work. New Technology, Work and Employment, 31(2), 114-131.
    Bol, L., Campbell, K. D. Y., Perez, T., & Yen, C. J. (2016). The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses. Community College Journal of Research and Practice, 40, 480-495.
    Bonaccorsi, G., Pierri, F., Cinelli, M., Flori, A., Galeazzi, A., Porcelli, F., ... & Pammolli, F. (2020). Economic and social consequences of human mobility restrictions under COVID-19. Proceedings of the National Academy of Sciences, 117(27), 15530-15535.
    Borman, W. C. (1991). Job behavior, performance, and effectiveness. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 271-326). Newbury Park, CA: Sage.
    Borman, W. C., & S.J. Motowidlo (1993). Expanding the criterion domain to include elements of contextual performance. Personnel Selection in Organizations. San Francisco, CA: Jossey-Bass.
    Brandstättcr, H. (2011). Personality aspects of entrepreneurship: A look at five mcta-analyscs. Personality and Individual Differences, 51(3), 222-230.
    Brandt, N. D., Lechner, C. M., Tetzner, J., & Rammstedt, B. (2020). Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks. Journal of Personality, 88(2), 249-265.
    Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.
    Bronson, M, B. (2000). Self-Regulation in Early Childhood: Nature and Nurture. New York, NY: Guilford.
    Brouther, K, D. (2002). Institutional, cultural and transaction cost influences on entry mode choice and performance. Journal of International Business studies, 33(2). 203-221.
    Bruso, J., Stefaniak, J., & Bol, L. (2020). An examination of personality traits as a predictor of the use of self-regulated learning strategies and considerations for online instruction. Educational Technology Research and Development, 68(5), 2659-2683.
    Buckner V, J. E., Castille, C. M., & Sheets, T. L. (2012). The Five Factor Model of personality and employees’ excessive use of technology. Computers in Human Behavior, 28(5), 1947-1953.
    Byars, L. L., & Rue, L. W. (2000). Human resource management (6th ed.). New York, NY: McGraw Hill.
    Byrne, K. A., Silasi-Mansat, C. D., & Worthy, D. A. (2015). Who chokes under pressure? The Big Five personality traits and decision-making under pressure. Personality and individuaIl Differences, 74, 22-28.
    Campbell, J. P. (1990). Modeling the performance prediction problem in industrial and organizarional psychobogy. In M.D. Durrncttc & L.M. Hough (Eds.). Handbook of industrial and organizational psychology (vol.2), 687-732, Palo Alto, CA: Consulting Psychologists Press.
    Campello, M., Kankanhalli, G., & Muthukrishnan, P. (2020). Corporate hiring under covid-19: Labor market concentration, downskilling, and income inequality (No. w27208). Massachusetts, MA: National Bureau of Economic Research.
    Canbay, F. (2020). The relationship between self-regulation and use of language learning strategies in secondary school students. PASAA: Journal of Language Teaching and Learning in Thailand, 60, 1-22.
    Canli, T., Zhao, Z., Desmond, J. E., Kang, E., Gross, J., & Gabrieli, J. D. (2001). An fMRI study of personality influences on brain reactivity to emotional stimuli. Behavioral Neuroscience, 115(1), 33.
    Cardona, M., Kretschmer, T., & Strobel, T. (2013). ICT and productivity: Conclusions from the empirical literature. Information Economics and Policy, 25(3), 109-125.
    Carillo, K., Cachat-Rosset, G., Marsan, J., Saba, T., & Klarsfeld, A. (2021). Adjusting to epidemic-induced telework: Empirical insights from teleworkers in France. European Journal of Information Systems. 30(1), 69-88.
    Cascio, W. F. (2018). Managing human resources: Productivity, quality of work life, profits (11th ed.). New York, NY: McGraw-Hill.
    Castillo, J. J. (2009). Snow balling sampling, steps of the scientific Methods. Retrieved 28/10/2010, 2010, Retrieved from http://www.experiment-resources.com.
    Chin, W. W. (1998). Commentary: Issues and opinion on structural equation modeling. Management Information Systems Quarterly, 22(1), 7-16.
    Ciotti, M., Ciccozzi, M., Terrinoni, A., Jiang, W. C., Wang, C. B., & Bernardini, S. (2020). The COVID-19 pandemic. Critical Reviews in Clinical Laboratory Sciences, 57(6), 365-388.
    Costa P T., & McCrae R R. (1992), The introduction of the five-factor model and its application, Journal of Personality, 60, 175-215.
    Costa, P. T., & McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological Assessment, 4(1), 5.
    Costa, P. T., Jr., & McCrae, R. R. (1986). The NEO personality inventory manual. Odessa, FL: Psychological Assessment Resources.
    de la Fuente, J., Paoloni, P., Kauffman, D., Yilmaz Soylu, M., Sander, P., & Zapata, L. (2020). Big Five, self-regulation, and coping strategies as predictors of achievement emotions in undergraduate students. International Journal of Environmental Research and Public Health, 17(10), 3602.
    De Pascalis, V., & Speranza, O. (2000). Personality effects on attentional shifts to emotional charged cues: ERP, behavioural and HR data. Personality and Individual Differences, 29(2), 217-238.
    Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41(1), 417-440.
    Donnellan, M. B., Oswald, F. L., Baird, B. M., & Lucas, R. E. (2006). The mini-IPIP scales: Tiny-yet-effective measures of the Big Five Factors of Personality. Psychological Assessment, 18(2), 192-203.
    Doo, M. Y., Bonk, C. J., Shin, C. H., & Woo, B. D. (2020). Structural relationships among self-regulation, transactional distance, and learning engagement in a large university class using flipped learning. Asia Pacific Journal of Education, 1-17.
    Dörrenbächer, L., & Perels, F. (2016). More is more? Evaluation of interventions to foster self-regulated learning in college. International Journal of Educational Research, 78, 50-65.
    Dwight, S. A., Cummings, K. M., & Glenar, J. L. (1998). Comparison of criterion-related validity coefficients for the mini-markers and goldberg's markers of the Big Five Personality Factors. Journal of Personality Assessment, 70(3), 541-550.
    Eschenbeck, H., Kohlmann, C. W., & Lohaus, A. (2007). Gender differences in coping strategies in children and adolescents. Journal of Individual Differences, 28(1), 18.
    Farh, C. I. C. C., Seo, M. G., & Tesluk, P. E. (2012). Emotional intelligence, teamwork effective- ness, and job performance: The moderating role of job context. Journal of Applied Psychology, 97(4), 890-900.
    Feng, Z., & Savani, K. (2020). Covid-19 created a gender gap in perceived work productivity and job satisfaction: implications for dual-career parents working from home. Gender in Management, 35(7-8). Retrieved from https://doi.org/10.1108/GM-07-2020-0202.
    Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
    French, C., & Seward, F. (1983). Impetus for action: A cultural analysis of justice and organizational citizenship behavior in society. Administrative Science Quarterly, 42(3), 421-434.
    Friedman, M., & Roseman, R. H. (1974). Type- A: Your behavior and your heart. New York, NY: Knopf.
    Funder, D. C., Furr, R. M., & Colvin, C. R. (2000). The Riverside Behavioral Q‐ sort: A tool for the description of social behavior. Journal of Personality, 68(3), 451-489.
    Gajendran, R. S., & Harrison, D. A. (2007). The good, the bad, and the unknown about telecommuting: Meta-analysis of psychological mediators and individual consequences. Journal of Applied Psychology, 92(6), 1524.
    Giluk, T. L., & Postlethwaite, B. E. (2015). Big Five personality and academic dishonesty: A meta-analytic review. Personality and Individual Differences, 72, 59-67.
    Goldberg, L. R. (1990). An alternative" description of personality": The big-five factor structure. Journal of Personality and Social Psychology, 59(6), 1216.
    Golden, T. D. (2006). Avoiding depletion in virtual work: Telework and the intervening impact of work exhaustion on commitment and turnover intentions. Journal of Vocational Behavior, 69(1), 176-187.
    Golden, T. D., & Gajendran, R. S. (2019). Unpacking the role of a telecommuter’s job in their performance: Examining job complexity, problem solving, interdependence, and social support. Journal of Business and Psychology, 34(1), 55-69.
    Golshani, N., Shabanpour, R., Auld, J., & Mohammadian, A. (2018). Activity start time and duration: Incorporating regret theory into joint discrete-continuous models. Transportmetrica A: Transport Science, 14(9), 809-827.
    Gomez, A., & Gomez, R. (2002). Personality traits of the behavioural approach and inhibition systems: associations with processing of emotional stimuli. Personality and Individual Differences, 32(8), 1299-1316.
    Gray, J. A. (1970). The psychophysiological basis of introversion-extraversion. Behaviour Research and Therapy, 8(3), 249-266.
    Gray, J. A. (1978). The neuropsychology of anxiety. British Journal of Psychology, 69(4), 417.
    Gray, J. A. (1981). A critique of Eysenck’s theory of personality. In H. J. Eysenck (Ed.), A model for personality (pp. 246-276). NY: Springer.
    Gray, J. A. (1987). The psychology of fear and stress (2nd ed.). Cambridge, UK: Cambridge University Press.
    Gray, J. A. (1990). Brain systems that mediate both emotion and cognition. Cognition & Emotion, 4(3), 269-288.
    Graziano, W. G., & Eisenberg, N. (1997). Agreeableness: A dimension of personality. In Handbook of personality psychology (pp. 795-824). Academic Press.
    Green, S. B., & Salkind, N. (2004). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.
    Groen, B. A., Wouters, M. J., & Wilderom, C. P. (2017). Employee participation, performance metrics, and job performance: A survey study based on self-determination theory. Management Accounting Research, 36, 51-66.
    Gupta, S. K. (2012). The relevance of confidence interval and P-value in inferential statistics. Indian Journal of Pharmacology, 44(1), 143-144.
    Haaland, S., & Christiansen, N. D. (2002). Implications of trait-activation theory for evaluating the construct validity of assessment center ratings. Personnel Psychology, 55(1), 137-163.
    Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2019). Multivariate data analysis (8th ed.). Boston, MA: Cengage.
    Hair, J. F., Hult, T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Los Angeles, CA: SAGE.
    Hampson, S. E., & Goldberg, L. R. (2006). A first large cohort study of personality trait stability over the 40 years between elementary school and midlife. Journal of Personality and Social Psychology, 91(4), 763.
    Hancock, G. R., & Mueller, R. O. (Eds.). (2013). Structural equation modeling: A second course (2nd ed.). Charlotte, NC: Information Age.
    Harenski, C. L., Kim, S. H., & Hamann, S. (2009). Neuroticism and psychopathy predict brain activation during moral and nonmoral emotion regulation. Cognitive, Affective, & Behavioral Neuroscience, 9(1), 1-15.
    Hill, E. J., Hawkins, A. J., & Miller, B. C. (1996). Work and family in the virtual office: Perceived influences of mobile telework. Family Relations, 45(3), 293-301.
    Hong, J. C., Hwang, M. Y., Kuo, Y. C., & Hsu, W. Y. (2015). Parental monitoring and helicopter parenting relevant to vocational student's procrastination and self-regulated learning. Learning and Individual Differences, 42, 139-146.
    Hong, J. C., Lee, Y. F., & Ye, J. H. (2021). Procrastination predicts online self-regulated learning and online learning ineffectiveness on the Covid-19 lockdown. Personality and Individual Differences, 174, 110673.
    Hong, J.-C., Tsai, C.-R., Fan-Chiang, C., & Hwang, M.-Y. (2016). Mindfulness in learning safe sex via social media: Perspectives of personality and experiential value. Computers in Human Behavior, 64, 337-346.
    Hooker, K., Frazier, L. D., & Monahan, D. J. (1994). Personality and coping among caregivers of spouses with dementia. The Gerontologist, 34(3), 386-392.
    Hu, L. t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
    Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners' self-regulated learning in Massive Open Online Courses. Computers & Education, 146, 103771.
    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.
    Jeske, D., Backhaus, J., & Stamov Roßnagel, C. (2014). Self‐regulation during e‐learning: using behavioural evidence from navigation log files. Journal of Computer Assisted Learning, 30(3), 272-284.
    Jones, J. C. (1957). Automation and design (1-5). Design, 103, 104-106.
    Jones, J. M. (2015, August 19). In US, telecommuting for work climbs to 37%. Gallup News. Retrieved from https://news.gallup.com/poll/184649/telecommuting-work-climbs.aspx
    Judge, T. A., & Zapata, C. P. (2015). The person–situation debate revisited: Effect of situation strength and trait activation on the validity of the Big Five personality traits in predicting job performance. Academy of Management Journal, 58(4), 1149-1179.
    Kahn, L. B., Lange, F., & Wiczer, D. G. (2020). Labor Demand in the time of COVID-19: Evidence from vacancy postings and UI claims (No. w27061). Massachusetts, MA: National Bureau of Economic Research.
    Kazdin, A. E. (2000). Encyclopedia of psychology. New York, NY: American Psychological Association.
    Kazekami, S. (2020). Mechanisms to improve labor productivity by performing telework. Telecommunications Policy, 44(2), 101868.
    Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. The Journal of Experimental Education, 70(2), 101-113.
    Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33.
    Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). New York, NY: The Guilford Press.
    Kocovski, N. L., & Endler, N. S. (2000). Social anxiety, self‐regulation, and fear of negative evaluation. European Journal of Personality, 14(4), 347-358.
    Kossek, E. E., & Lautsch, B. A. (2018). Work-life flexibility for whom? Occupational status and work–life inequality in upper, middle, and lower level jobs. Academy of Management Annals, 12(1), 5-36.
    Lachapelle, U., Tanguay, G. A., & Neumark-Gaudet, L. (2018). Telecommuting and sustainable travel: Reduction of overall travel time, increases in non-motorised travel and congestion relief?. Urban Studies, 55(10), 2226-2244.
    Landrum, B. (2020). Examining students' confidence to learn online, self-regulation skills and perceptions of satisfaction and usefulness of online classes. Online Learning, 24(3). Retrieved from http://dx.doi.org/10.24059/olj.v24i3.2066
    Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2019). Teachers’ and students’ belief systems about the self-regulation of learning. Educational Psychology Review, 31(1), 223-251.
    Li, Y., Qiao, L., Sun, J., Wei, D., Li, W., Qiu, J., ...Shi, H. (2014). Gender-specific neuroanatomical basis of behavioral inhibition/approach systems (BIS/BAS) in a large sample of young adults: A voxel-based morphometric investigation. Behavioural Brain Research, 274, 400-408.
    Lin, C. Y., & Huang, C. K. (2021). Employee turnover intentions and job performance from a planned change: the effects of an organizational learning culture and job satisfaction. International Journal of Manpower. 42(3), 409-423.
    Linnenbrink, E. A., & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 195-227). Academic Press.
    Ljubin-Golub, T., Petričević, E., & Rovan, D. (2019). The role of personality in motivational regulation and academic procrastination. Educational Psychology, 39(4), 550-568.
    Loan, L. (2020). The influence of organizational commitment on employees’ job performance: The mediating role of job satisfaction. Management Science Letters, 10(14), 3307-3312.
    Luria, G., Kahana, A., Goldenberg, J., & Noam, Y. (2019). Contextual moderators for leadership potential based on trait activation theory. Journal of Organizational Behavior, 40(8), 899-911.
    MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. New York, NY: Lawrence Erlbaum Associates.
    Markus, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological approach. Annual Review of Psychology, 38, 299-337.
    Marston, W. M. (1928). Emotions of normal people. In K. Paul (Eds.), London, UK: Routledge.
    Martinez-Lopez, R., Yot, C., Tuovila, I., & Perera-Rodríguez, V. H. (2017). Online self-regulated learning questionnaire in a Russian MOOC. Computers in Human Behavior, 75, 966-974.
    McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81-90.
    Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298-309.
    Mulaik, S. A. (2009). Linear causal modeling with structural equations. New York, NY: Chapman & Hall/CRC.
    Müller, T., & Niessen, C. (2019). Self‐leadership in the context of part‐time teleworking. Journal of Organizational Behavior, 40(8), 883-898.
    Muris, P., Roelofs, J., Rassin, E., Franken, I., & Mayer, B. (2005). Mediating effects of rumination and worry on the links between neuroticism, anxiety and depression. Personality and Individual Differences, 39(6), 1105-1111.
    Mussel, P., & Spengler, M. (2015). Investigating intellect from a trait activation perspective: Identification of situational moderators for the correlation with work-related criteria. Journal of Research in Personality, 55, 51-60.
    Muwonge, C. M., Ssenyonga, J., Kibedi, H., & Schiefele, U. (2020). Use of self-regulated learning strategies Among Teacher Education students: a latent profile analysis. Social Sciences & Humanities Open, 2(1), 100037.
    Neck, C. P., & Houghton, J. D. (2006). Two decades of self‐leadership theory and research. Journal of Managerial Psychology, 21(4), 270-295.
    Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., ... & Agha, R. (2020). The socio-economic implications of the coronavirus pandemic (COVID-19): A review. International Journal of Surgery (London, England), 78, 185.
    Nilles, J.M., Carlson, F.R., Gray, P. & Hanneman, G.J. (1976). The Telecommunications‐transportation trade‐off. Chichester, UK: John Wiley & Sons.
    Nilles, J. M. (1994). Making telecommuting happen: A guide for telemanagers and telecommuters. New York, NY: Van Nostrand Reinhold.
    Noe, R. A., & Schmitt, N. (1986). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel Psychology, 39(3), 497-523.
    Obrenovic, B., Jianguo, D., Khudaykulov, A., & Khan, M. A. S. (2020). Work-family conflict impact on psychological safety and psychological well-being: A job performance model. Frontiers in Psychology, 11, 475.
    Ones, D. S., Dilchert, S., Viswesvaran, C., & Judge, T. A. (2007). In support of personality assessment in organizational settings. Personnel Psychology, 60(4), 995-1027.
    Oxford, R. L. (1990). Language learning Strategies: What everyone use. Boston: Heinle and Heinle.
    Pervin, L. A. (1994). A critical analysis of current trait theory. Psychological Inquiry, 5(2), 103-113.
    Pervin, L. A., Cervone, D., & John, O. P. (2005). Personality: Theory and research. New York, NY: Wiley.
    Pervin, L.A. (1970). Personality: Theory, assessment, and research. New York, NY: Wiley.
    Phares, E. J. (1986). Introduction to personality. Columbus, OH: Charles E., Merrill Publishing Co.
    Pintrich, P. R. (2005). The role of goal orientation in self-regulated learning. In: Boekaerts, M., P.R. Pintrich, & M. Zeidner. (Eds.). Handbook of self-regulation. San Diego, CA: Academic Press.
    Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
    Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.
    Porter, L.W., & Lawler, E.E. (1968). Managerial attitude and performance. Homewood, IL: Dorsey Press.
    Prentice, C., Zeidan, S., & Wang, X. (2020). Personality, trait EI and coping with COVID 19 measures. International Journal of Disaster Risk Reduction, 51, 101789.
    Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good strategies users coordinate metacognition and knowledge. In R. Vasta & G. Whitehurst (Eds.), Annals of child development (Vol. 4, pp. 89-129). Greenwich, CT: JAI Press.
    Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286.
    Quoquab, F., Lim, C. S., & Malik, H. A. (2013). Malaysian employees’ perception pertaining to telework. Business and Management Quarterly Review, 3(1), 63-76.
    Reed, M. A., & Derryberry, D. (1995). Temperament and attention to positive and negative trait information. Personality and Individual Differences, 18(1), 135-147.
    Reparaz, C., Aznárez-Sanado, M., & Mendoza, G. (2020). Self-regulation of learning and MOOC retention. Computers in Human Behavior, 111, 106423.
    Robbins, S. M. (1998). Organization behavior: Concept, controversies, and applications (7th ed.). Englewood Cliffs, NJ: Prentice-Hall.
    Rodrigues, N., & Rebelo, T. (2019). Predicting innovative performance through proactive personality: Examining its criterion validity and incremental validity over the five‐factor model. International Journal of Selection and Assessment, 27(1), 1-8.
    Rogers, G. M., & Revelle, W. (1998). Personality, mood, and the evaluation of affective and neutral word pairs. Journal of Personality and Social Psychology, 74(6), 1592-1605.
    Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-28.
    Samander, B. A., Siam, M. R., Basri, W. S., & Hamed, A. A. (2017). Enterprise resources planning acceptance in the airline industry of Saudi Arabia: A mediating effect of job security. Journal of Economic & Management Perspectives, 11(2), 327-340.
    Sarbu, M. (2018). The role of telecommuting for work-family conflict among German employees. Research in Transportation Economics, 70, 37-51.
    Schermerhorn, J. R. (1989). Management for productivity (3rd ed.). NY: John Wiley and Sons.
    Scheuble, V., Nieden, K., Leue, A., & Beauducel, A. (2019). The N2 component in a go-nogo learning task: Motivation, behavioral activation, and reasoning. International Journal of Psychophysiology, 137, 1-11.
    Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143, 565-600.
    Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195-208.
    Schunk, D.H., & Ertmer, P.A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-650). San Diego, CA: Academic Press.
    Schwarzer, R., & Taubert, S. (2002). Tenacious goal pursuits and striving toward personal growth: Proactive coping. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions, and challenges (pp. 19-35). Oxford University Press. Retrieved from https://doi.org/10.1093/med:psych/9780198508144.003.0002
    Schultz, D. P., & Schultz, S. E. (2016). Theories of personality. Boston, MA: Cengage Learning.
    Scott, W. G., & Mitchell, T. R. (1976). Organization theory: A structural and behavioral analysis. Homewood, IL: Dorscy press.
    Sharpe, J. P., Martin, N. R., & Roth, K. A. (2011). Optimism and the Big Five factors of personality: Beyond neuroticism and extraversion. Personality and Individual Differences, 51(8), 946-951.
    Shen, H., Fu, M., Pan, H., Yu, Z., & Chen, Y. (2020). The impact of the COVID-19 pandemic on firm performance. Emerging Markets Finance and Trade, 56(10), 2213-2230.
    Simon, H. A. (2013). Administrative behavior (4th ed.). NY: The Free Press.
    Singh, V., Luthra, A., Chauhan, R., & Meena, S. C. (2020). Basic virology and Pathophysiology of COVID-19. In H. Prabhakar, I. Kapoor, & C. Mahajan (Eds.) Clinical synopsis of COVID-19 (pp. 5-29). Singapore: Springer.
    Song, Y., & Gao, J. (2020). Does telework stress employees out? A study on working at home and subjective well-being for wage/salary workers. Journal of Happiness Studies, 21(7), 2649-2668.
    Tett, R. P., & Burnett, D. D. (2003). A personality trait-based interactionist model of job performance. Journal of Applied Psychology, 88(3), 500-517.
    Tett, R. P., & Guterman, H. A. (2000). Situation trait relevance, trait expression, and cross-situational consistency: Testing a principle of trait activation. Journal of Research in Personality, 34(4), 397-423.
    Tett, R. P., Simonet, D. V., Walser, B., & Brown, C. (2013). Trait activation theory. In N. D. Christiansen & R. P. Tett (Eds.), Handbook of personality at work (pp. 71-100). New York, NY: Routledge.
    Tommasi, M., Grassi, P., Balsamo, M., Picconi, L., Furnham, A., & Saggino, A. (2018). Correlations between personality, affective and filial self-efficacy beliefs, and psychological well-being in a sample of Italian adolescents. Psychological Reports, 121(1), 59-78
    Törnroos, M., Jokela, M., & Hakulinen, C. (2019). The relationship between personality and job satisfaction across occupations. Personality and Individual Differences, 145, 82-88.
    Tubre, T. C., & Collins, J. M. (2000). Jackson and Schuler (1985) revisited: A meta-analysis of the relationships between role ambiguity, role conflict, and job performance. Journal of Management, 26(1), 155-169.
    Van Scotter, J. R., & Motowidlo, S. J. (1996). Interpersonal facilitation and job dedication as separate facets of contextual performance. Journal of Applied Psychology, 81(5), 525.
    Viswesvaran, C., & Ones, D. S. (2000). Perspectives on models of job performance. International Journal of Selection and Assessment, 8(4), 216-226.
    Wagner, N. J., Holochwost, S., Danko, C., Propper, C. B., & Coffman, J. L. (2021). Observed peer competence moderate’s links between children’s self-regulation skills and academic performance. Early Childhood Research Quarterly, 54, 286-293.
    Wang, B., Liu, Y., Qian, J., & Parker, S. K. (2021). Achieving effective remote working during the COVID‐19 pandemic: A work design perspective. Applied Psychology, 70(1), 16-59.
    Watson, D., & Clark, L. A. (1997). Extraversion and its positive emotional core. In R. Hogan, J. A. Johnson, & S. R. Briggs (Eds.), Handbook of personality psychology (pp. 767-793). Academic Press. Retrieved from https://doi.org/10.1016/B978-012134645-4/50030-5.
    Wenham, C., Smith, J., & Morgan, R. (2020). COVID-19: the gendered impacts of the outbreak. The Lancet, 395(10227), 846-848.
    Wiebers, D. O., & Feigin, V. L. (2020). What the COVID-19 crisis is telling humanity. Neuroepidemiology, 54, 283-286.
    Wihler, A., Meurs, J. A., Wiesmann, D., Troll, L., & Blickle, G. (2017). Extraversion and adaptive performance: Integrating trait activation and socioanalytic personality theories at work. Personality and Individual Differences, 116, 133-138.
    Williams, L. J., & Anderson, S. E. (1991). Job satisfaction and organizational commitment as predictors of organizational citizenship and in-role behaviors. Journal of Management, 17(3), 601-617.
    Xin, M., Luo, S., She, R., Yu, Y., Li, L., Wang, S., ... & Lau, J. T. F. (2020). Negative cognitive and psychological correlates of mandatory quarantine during the initial COVID-19 outbreak in China. American Psychologist, 75(5), 607.
    Yen, Y. S., Chen, M. C., & Su, C. H. (2020). Social capital affects job performance through social media. Industrial Management & Data Systems, 120(5), 903-922.
    Zainudin, A. (2015). SEM made simple, a gentle approach to learning structural equation modeling. Selangor. MY: MPWS Rich Publication Sdn. Bhd.
    Zanini, D. S., & Forns, M. (2014). Does coping mediate personality and behavioural problems relationship?. Psychology, 5, 1111-1119.
    Zelenski, J. M. & Larsen, R.J. (1999). Susceptibility to affect: A comparison of three personality taxonomies. Journal of Personality, 67(5), 761-791.
    Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.
    Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press.
    Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
    Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705-722). New York, NY: Cambridge University Press.
    Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
    Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker (Ed.), Handbook of metacognition in education (pp. 311-328). London, England: Routledge.
    Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. London, England: Routledge.
    Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). The role of self-efficacy and related beliefs in self-regulation of learning and performance. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation (2nd ed., pp. 313-333). New York, NY: Guilford Press.
    Zuraeni, I., & Palila, S. (2017). Hubungan antara trait Kepribadian neuroticism dan self-regulated learning pada Siswi Pondok Pesantren “X” di Yogyakarta. Jurnal Psikologi Integratif, 4(1), 50-62.

    無法下載圖示 本全文未授權公開
    QR CODE