簡易檢索 / 詳目顯示

研究生: 陳焜元
Chen Kuen-Yuan
論文名稱: 成人正向學習特質量表編製之研究-以行政院農業委員會公務員為研究對象
A study of Developing a Scale to Measure Adult Positive Learning Traits-Target on Civil Servants of Council of Agriculture, Executuve Yuan
指導教授: 方崇雄
Fang, Chung-Hsiung
學位類別: 博士
Doctor
系所名稱: 科技應用與人力資源發展學系
Department of Technology Application and Human Resource Development
論文出版年: 2007
畢業學年度: 95
語文別: 中文
論文頁數: 217
中文關鍵詞: 正向心理學品格優勢成人學習學習特質正向學習特質
英文關鍵詞: positive psychology, character strengths, adult lesrning, learning traits, positive learning traits
論文種類: 學術論文
相關次數: 點閱:199下載:88
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
  • 成人學習者特性的研究,雖已廣泛地運用心理學上特質論或個別差異的觀點,但品格與成人學習歷程的密切關聯,卻一直未受到注意。本研究從成人學習者特性與正向心理學品格優勢研究取向建構成人正向學習特質概念,並據以編製一份具有信度、效度的量表,瞭解這些特質在學習歷程上與學習參與、態度與行動的關係。
      依循量表發展的方法與程序,本研究獲得一份使用六點量尺、包含四十四個題項,能測量自我調控、堅持、對學習懷抱希望、對知識的好奇、好學、學習上的創造力、批判性思考、知識分享與學習上的團隊精神等九種成人正向學習特質的量表。經以行政院農業委員會公務員樣本進行施測後確認了本量表具有良好的內在一致性及重測信度;觀察資料能適配於本量表由三個初階因素所建構的模型;本量表具有輻合、區辨、預測與建構效度;年齡、職務特性與教育程度在本量表「自我取向」的正向學習特質自評分數上的相關與差異具有重要意義;本研究將成人學習者特性的研究範疇,由自我導向的學習情境延伸到組織學習情境;三種學習美德中,「承擔學習的社會責任」為觀察樣本自評為本身擁有最佳的學習美德。
      本研究對於探索成人學習者在自我及組織層次的學習優勢,提供一份具有信度與效度的工具。後續可就此類特質的培養策略、常模建立、與學習或工作表現的關係,跨文化或跨樣本效度等層面進行持續研究。

    This study purpose was to construct a concept about adult positive learning traits (APLT) from character strengths in positive psychology and characteristics of adult learner, and developed a scale with reliability and validity to measure it.According to the procedures of scale development, APLT scale (APLTs) was well-established which finally contained 44-item with likert 6-point measurement type and could measure three learning virtues-conscientiousness to individual learning(CIL), pursuing knowledge(PK), and taking social responsibilities in learning(TSR) ,nine positive learning traits included.
    APLTs tested by samples from civil servants of Council of Agriculture, which had a good internal consistence and test-retest reliability; the 3-first-order-factor model in APLTs fitted to observed samples; predictive validity and construct validity of this scale was confirmed; age, attributes of task, educational level responsed on correlated and difference CIL and PK scored had important meanings; this study allowed the research of characteristics of adult learner to extense to organization learning context; TSR was the best owed in the three learning virtues observed samples evaluated.
    Those issues about how closely related existed between APLT and leaning participation, learning action or job performance, and the validity of this scale in cross-cultural situations or cross-samples, and how to cultivate APLT and develop referenced norm database were recommended for further researches.

    目錄 謝誌    I 中文摘要   III 英文摘要   Ⅳ 目錄   V 表 次 Ⅷ 圖 次 Ⅸ 第一章 緒論 1 第一節 研究動機及重要性 1 第二節 研究目的與待答問題 8 第三節 名詞釋義 11 第四節 研究範圍與限制 13 第二章 文獻探討 16 第一節 理論基礎 16 第二節 成人學習領域的相關研究 44 第三節 成人正向學習特質概念的建構 59 第四節 在個體屬性與學習歷程的效果 103 第三章 研究設計與實施 113 第一節 研究的概念架構 113 第二節 研究對象 116 第三節 研究方法與步驟 118 第四節 研究工具 127 第五節 調查與實施 129 第六節 資料分析方法 130 第四章 結果與討論 133 第一節 回收樣本描述及篩檢 133 第二節 量表內在一致性與重測信度 136 第三節 因素模型的驗證 139 第四節 輻合、區辨、預測與建構效度 151 第五節 在人口統計變項上的差異 157 第六節 討論 160 第五章 結論與建議 170 第一節 結論 170 第二節 建議 177 參考文獻 183 附錄 195 附錄一 學者專家意見評估表 195 附錄二 實務專家建議修正對照表 199 附錄三 學者對「成人正向學習特質量表」評審及建議修正情形一覽表 202 附錄四 前測量表發送及回收數量分析表 206 附錄五 前測量表項目分析 207 附錄六 前測量表的因素分析與信度分析 210 附錄七 成人正向學習特質量表(正式版) 213 附錄八 「與工作有關的學習態度」題項 216 附錄九 學習行為題項 217 表 次 表2-1 五種品格類型及其特性 27 表2-2 品格優勢的分類 38 表2-3 聚焦與平衡優勢的比較 41 表2-4 個別學習者的差異 54 表2-5 五種學習取向 60 表3-1 前測受試者基本資料分析一覽表 123 表3-2 前測量表的因素命名、內在一致性信度與解釋變異量 123 表4-1 測量變項的偏態與峰度係數(n=496) 135 表4-2 農委會公務員抽樣樣本的內在一致性信度 136 表4-3 量表的重測信度(n=79) 138 表4-4-1 跨樣本CFA模型適配度評估摘要表 142 表4-4-2 ML與GLS法估計所得各項適配度指標 143 表4-5 三因模型修正前後各項適配度指標比較表(ML法) 146 表4-6 三因模型與其他可能模型的適配度比較(ML法;n=496) 148 表4-7 全量表與三個分量表間的相關係數 152 表4-8 本量表各測量變項在所屬潛在變項的因素負荷量及標準誤 152 表4-9 量表各測量變項對「與工作有關的學習態度」的迴歸分析(enter法) 153 表4-11 參加取得學位或學分有關的活動與否在量表得分差異分析 154 表4-12 參加語言學習與否在量表得分的差異分析 155 表4-13 準備考試、檢定及相關目標與否在量表得分的差異分析 155 表4-14 認知與實際的學習行動與量表得分的相關分析 156 表4-15 年齡與量表得分的相關分析 157 表4-16 不同教育程度在量表得分的變異數分析摘要表 157 表4-17 不同教育程度在量表得分的平均數一覽表 158 表4-18 性別在量表得分的差異分析 158 表4-19 職務屬性在量表得分的差異分析 159 圖 次 圖2-1 良好品格的成份 32 圖2-2 正向學習特質的概念建構圖 74 圖2-3 希望理論涉及觸媒與方法途徑目標導向思維的前饋與回饋基模 84 圖2-4 Cross的連鎖反應模式 106 圖2-5 TPB與TRA理論之比較 108 圖2-6 Cookson的ISSTAL模式 110 圖3-1 成人正向學習特質概念架構圖 114 圖3-2 本論文研究流程圖 121 圖4-1 三因模型變項結構及關係品質(ML法;n =496) 144 圖4-2 三因模型變項結構及關係品質(GLS法;n=496) 145 圖4-3 修正後三因模型變項結構及關係品質(ML法;n=496) 147 圖4-4 二因模型變項結構及關係品質(ML法;n=496) 149 圖4-5 一因模型變項結構及關係品質(ML法;n=496) 149

    壹、中文部分:
    王克先,(民76),學習心理學。台北市:桂冠圖書公司。
    王振德,(民86),創造力三面模式評介--兼論創造力的本質與研究取向。資優教育,64,1-5。
    王政彥,(民89a),成人隔空學習議題的延伸--從自我調控學習的分析。成人教育,56,9-21。
    王政彥,(民89b),成人的自我調控學習。收錄於中華民國成人教育學會編,成人學習革命(頁107-139)。台北市:師大書苑。
    毛連塭,(民83),創造力的涵意及其概念的闡析。國小特殊教育,
    朱敬先,(民77),學習心理學(第二版)。台北市:千華出版公司。
    何青蓉,民89,成人的團隊學習。收錄於中華民國成人教育學會編,成人學習革命 (頁169-192)。台北市:師大書苑。
    余泰魁、林益民,(民94),跨群組不變性之實證研究-以線上學習行為為例。資訊管理學報,12(4),1-30。
    邱天助,(民82),教育老年學。台北市:心理出版社。
    邱皓政,(民92),結構方程模式:LISREL的理論與技術。台北市:雙葉書廊。
    李弘善譯,(民90),發現和探索心智習性。台北市:遠流。
    吳齊殷譯,(民88),量表的發展:理論與應用。台北市:弘智文化。
    林麗惠,(民91),成人學習的動機理論。收錄於黃富順編,成人學習 (頁106-136)。台北市:五南圖書公司。
    林麗惠,(民89),成人的行動學習。收錄於中華民國成人教育學會編,成人學習革命 (頁193-227)。台北市:師大書苑。
    洪蘭譯,(民92),真實的快樂。台北市:遠流。
    陏復華,(民91),成人的學習動機。收錄於黃富順編,成人學習(頁79-107)。台北市:五南圖書公司.
    胡夢鯨,(民89),成人的高峰學習。收錄於中華民國成人教育學會編,成人學習革命 (頁31-56)。台北市:師大書苑。
    張春興,(民80),現代心理學:現代人研究自身問題的科學。台北市:東華書局。
    郭和杰譯,(民93),學習始終來自於人性。台北:智言館。
    郭為藩,(民92),開拓成人教育研究的心理學領域。收錄於郭為藩編,成人學習-心理學的探討 (頁161-190)。台北市:心理出版社。
    陳昭儀,(民89),傑出理化科學家之人格特質及創造歷程之研究。師大學報:科學教育類,45(1),27-45。
    陳媛,(民92),馬斯洛自我實現理論與成人學習。收錄於郭為藩編,成人學習-心理學的探討。台北市:心理出版社。
    許朝傑,(民91),學生升學選擇意願行為之研究--計劃行為理論之模式應用。公共事務評論,3(2),133-154。
    黃囇莉、李茂興譯,S. P. Robbins著,(民79),組織行為:管理心理學理論與實務(第四版)。台北市:揚智文化。
    黃富順,(民78),成人心理與學習 。台北市:師大書苑。
    黃坤祥、黃敏雄與游皓瑋,(民94),南部地區原住民參與職業訓練行為意向之探討。亞太經濟管理評論, 9(1),89-108。
    游玉梅,(民94),數位時代的非正式學習。人事月刊,41(4),19-41。
    程炳林,(民88),認知/意動成份二階驗證性因素分析模式之適配性研究。國教學報,11,385-410。
    程炳林,(民90),動機、目標設定、行動控制、學習策略之關係:自我調整學習歷程模式之建構及驗證。師大學報:教育類,46(1),67-92。
    傅佩榮,(民93),約、恕、儉、敬勾勒人生全景。收錄於吳毓珍編,品格決勝負-未來人才的秘密 (頁105-112)。台北市:天下雜誌。
    賓靜蓀、王悅懌譯,(民90),Learning,跳出井底看天下。台北市:天下雜誌。
    簡茂發,(民79),信度與效度。收錄於楊國樞、文崇一、吳聰賢、李亦園編,社會及行為科學研究法 (第十三版)(頁323-351)。台北市:東華書局。
    蕭鍚錡,(民89),成人學習。收錄於李隆盛與黃同圳編,人力資源發展(頁25-70)。台北市:師大書苑。

    貳、外文部分:
    Ackerman, P. L. (1998). Adult intelligence: Sketch of a theory and applications to learning and education. In M. C. Smith, & T. Pourchot (Eds.), Adult learning and development: Perspectives from educational psychology (pp. 145-158). New Jersey: Lawence Erlbaum Associates.
    Ahern-Rindell, A. J. (1999). Applying inquiry-based and cooperative group learning strategies to promote critical thinking. Journal of College Science Teaching, 28(3), 203-207.
    Ajzen, I. (1985). From intentions to action: A theory of planned behavior. In J. Kuhl, & J. Beckmann (Eds.), Action-control: From cognition to behavior (pp. 11-39). New York: Springer.
    Ajzen, I. (1988). Attitudes, personality and behavior. Milton Keynes: Open University Press.
    Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.
    Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice. Psychological Bulletin [PsycARTICLES], 103(3), 411-423.
    Arbuckle, J. L. (2006). Amos 7.0 user's guide. Chicago, IL: SmallWaters.
    Bacon, S. F. (2005). Positive psychology's two cultures. [references]. Review of General Psychology, 9(2), 181-192.
    Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Academy of Marketing Science.Journal, 16(1), 74-94.
    Baltes, P. B., Cornelius, S., & Nesselroade, J. (1980). Corhort effects in developmental psychology. In J. Nesselroade, & P. B. Baltes (Eds.), Longitudinal research in the study of behavior and development (pp. 263-274). New York: Academic Press.
    Baltes, P. B., Reese, H., & Lipsitt, L. (1980). Lifespan development psychology. Annual Review of Psychology, 31, 65-110.
    Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191-215.
    Bandura, A. (1982). The self and mechanisms of agency. In J. Suls (Ed.), Psychological perspectives on the self (pp. 3-39). Hillsdale, NJ: Erlbaum.
    Barnett, R. (1997). Higher education: A critical bussiness. Buckingham: Open University Press.
    Batson, C. D., Ahmad, N., Lishner, D. A., & Tsang, J. (2005). Empathy and altruism. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 485-498). New York: Oxford University Press.
    Bell, M. L., Heye, M. L., & Campion, L. (2002). Evaluation of a process-focused learning strategy to promote critical thinking. Journal of Nursing Education [H.W.Wilson - EDUC], 41(4), 175-177.
    Belsley, D. A., kuh, E., & Welsch, R. E. (1980). Regresssion diagnositics: Identifying influential data and sourses of collinearity. New York: John Wiley.
    Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in analysis of covariance structures. Psychological Bulletin, 88, 588-606.
    Berkowitz, M. W., & Bier, M. C. (2004). Research-based character education. The annals of the American academy, 591, 72-85.
    Berlyne, D. E. (1960). Conflict, arousal and curiosity. New York: McGraw-Hill.
    Bers, T. H., McGowan, M., & Rubin, A. (1996). The disposition to think critically among community college students: The california critical thinking dispositions inventory. Journal of General Education, 45, 197-221.
    Biggs, J. B. (1987). Student approaches to learning. Hawthorn, Vic.: Australian Council for Educational Research.
    Blickle, G. (1996). Personality traits, learning strategies, and performances. European Journal of Personality, 10(5), 337-352.
    Boekaerts, M. (1996). Personality and the psychology of learning. European Journal of Personality, 10(5), 377-404.
    Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological Methods & Research, 17(3), 303-316.
    Boshier, R. (1971). Motivational orientations of adult education participants: A factor analytic exploration of houle's typology. Adult Education, 21(2), 3-26.
    Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. New York: Routledge.
    Brookfield, S. D. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. San Francisco: Jossey-Bass Publishers.
    Brookfield, S. D. (1997). Assessing critical thinking. New Directions for Adult & Continuing Education, (75), 17.
    Brown, R. T. (1989). Creativity: What are we to measure? In J. A. Glover, R. R. Ronning & C. R. Reynolds (Eds.), Handbook of creativity (pp. 3-32). New York: Plenum.
    Browne, M. W., & Cudeck, R. (1993). Testing structural models. In K. A. Bollen, & J. S. Long (Eds.), Alternative ways of assessing model fit (pp. 47-56). Newbury Park: Sage Publications.
    Buckingham, M., & Clifton, D. O. (2001). Now, discover your strengths. New York: Free Press.
    Bulach, C. R. (2002). Comparison of character traits for jrotc students versus non-jrotc students. Education, 122(3), 559.
    Burley, T., & Freier, M. C. (2004). Character structure: A gestalt-cognitive theory. Psychotherapy: Theory, Research, Practice, Training, 41(3), 321-331.
    Calabrese, R. L., & Roberts, B. (2002). Character, school leadership, and the brain: Learning how to integrate knowledge with behavioral change. International Journal of Educational Management, 16(5), 229-238.
    Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.
    Carr, A. (2004). Positive psychology: The science of happiness and human strengths. New York: Brunner-Routledge.
    Chen, G., Gully, S. M., Whiteman, J., & Kilcullen, R. N. (2000). Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance.article. Journal of Applied Psychology, 85(6), 835-847.
    Chen, I. (2004). An analysis of taiwanese continuing education students' beliefs regarding language training: An application of the theory of planned behavior. (Ph.D., University of Idaho).
    Claxton, G. (2002). Tracking the development of learning dispositions. Assessment in Education: Principles, Policy & Practice, 9(1), 9.
    Cloninger, C. R. (2005). Character strengths and virtues: A handbook and classification. The American Journal of Psychiatry, 162(4), 820-821.
    Cloninger, C. R., Svrakic, D. M., & Przybeck, T. R. (1993). A psychobiological model of temperament and character.[miscellaneous]. Archives of General Psychiatry, 50(12), 975-990.
    Cooper, C. (2002). Individual differences (2nd ed.). New York: Oxford University Press.
    Costa, P. T. Jr., & McCrae, R. R. (1992). The NEO-PI-R: Professional manual. Odessa, FL: Psychological Assessment Resources.
    Crick, R. D., Broadfoot, P., & Claxton, G. (2004). Developing an effective lifelong learning inventory: The ELLI project. Assessment in Education, 11(3), 247.
    Crick, R. D., & Wilson, K. (2005). BEING A LEARNER: A VIRTUE FOR THE 21ST CENTURY. British Journal of Educational Studies, 53(3), 359-374.
    Crocker, L. M., & Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart, and Winston.
    Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.
    Csikszentmihalyi, M. (1996). The creative personality. Psychology Today, 29(4), 36.
    DaRosa, D. A., O'Sullivan, P. S., Younger, M., & Deterding, R. (2001). Measuring critical thinking in problem-based learning discourse. Teaching & Learning in Medicine, 13(1), 27-35.
    Davis, L. E., Ajzen, I., Saunders, J., & Williams, T. (2002). The decision of african american students to complete high school. Journal of Educational Psychology [PsycARTICLES], 94(4), 810-819.
    Devellis, R. F. (1991). Scale development: Theory and application. Newbury Park, CAf: Sage Publications.
    Dewey, J. (1933). How we think. Boston: Health.
    Dweck, C. S. (1986). Motivational processes affecting learning.[article]. American Psychologist, 41(10), 1040-1048.
    English, L. M. (2000). Spiritual dimensions of informal learning. In L. M. English, & M. A. Gillen (Eds.), Addressing the spiritual dimensions of adult learning: What educators can do (pp. 29-38). San Francisco: Jassey-Bass Publishers.
    Erikson, E. H. (1959). Identity and the life cycle. New York: International Universities Press.
    Feinstein, S. G. (2005). The spirit of generosity: Service learning in a pre-service teacher education program. Online Submission, 13.
    Feldhusen, J. F. (2002). Creativity: The knowledge base and children. High Ability Studies, 13(2), 179-183.
    Fisher, S. L., & Ford, J. K. (1998). Differential effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51(2), 397-420.
    Funder, D. C. (1994). Explaining traits. Psychological Inquiry, 5(2), 125-127.
    Furnham, A., Chamorro-Premuzic, T., & McDougall, F. (2002). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences, 14(1), 47-64.
    Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. London: Fontana.
    Gough, H. G. (1979). A creative personality scale for the adjective check list.[article]. Journal of Personality & Social Psychology, 37(8), 1398-1405.
    Gross, R. (1982). In R. Gross (Ed.), Invitation to lifelong learning. Chicago: Follett.
    Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. University of Georgia).
    Hallberg, P. (2001). Mirrors of the nation: The construction of national character and difference in the historical writings of E. G. geijer. Scandinavian Journal of History, 26(1), 25-52.
    Harter, J. K. (1998). Gage park high school research study. Princeton, NJ: The Gallup Organization.
    Herold, D. M., Davis, W., Fedor, D. B., & Parsons, C. K. (2002). Dispositional influences on transfer of learning in multistate training programs. Personnel Psychology, 55(4), 851-869.
    Hodges, T. D., & Clifton, D. O. (2004). Strengths-based development in practice. In P. A. Linley, & S. Joseph (Eds.), Positive psychology in practice (pp. 256-268). Hoboken, NJ: John Wiley & Sons.
    Hofstede, G. (1997). Cultures and organizations: Software of the mind. New York: McGraw-Hill.
    Holloway, J. H. (2003). Student teamwork. Educational Leadership, 61(4), 91-92.
    Honigsfeld, A., & Dunn, R. (2006). Learning-style characteristics of adult learners. The Delta Kappa Gamma Bulletin, 72(2), 14-17, 31.
    Houle, C. O. (1961). The inquiring mind. Madison: University of Wisconsin Press.
    Hu, L., Bentler, P. M., & Kano, Y. (1992). Can test statistics in covariance structure analysis be trusted? Psychological Bulletin [PsycARTICLES], 112(2), 351-362.
    Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus.. Structural Equation Modeling, 6(1), 1-55.
    INTERVIEW WITH STEPHEN BROOKFIELD.(1994). ETC: A Review of General Semantics, 51(1), 3-17.
    Ip, W. Y., Lee, D. T. F., Lee, I. F. K., Chau, J. P. C., Wootton, Y. S. Y., & Chang, A. M. (2000). Disposition towards critical thinking: A study of chinese undergraduate nursing students. Journal of advanced nursing, 32(1), 84-90.
    Isaacowitz, D. M., Vaillant, G. E., & Seligman, M. E. P. (2003). Strengths and satisfaction across the adult lifespan. The International Journal of Aging and Human Development, 57(2), 181-201.
    Jarvis, P. (1992). Paradoxes of learning: On becoming an individual in society. San Francisco: Jossey-Bass Publishers.
    Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum.
    Jones, A. (2005). Culture and context: Critical thinking and student learning in introductory macroeconomics. Studies in Higher Education, 30(3), 339-354.
    Jorgensen, I. S., & Nafstad, H. E. (2004). Positive psychology: Historical, philosophical, and epistemological perspectives. In P. A. Linley, & S. Joseph (Eds.), Positive psychology in practice (pp. 15-34). New Jersey: John Wiley & Sons, Inc.
    Kamtekar, R. (2004). Situationism and virtue ethics on the content of our character. Ethics, 114(3), 458-491.
    Kashdan, T. B., & Fincham, F. D. (2004). Facilitating curiosity: A social and self-regulatory perspective for scientifically based intervention. In P. A. Linley & S. Joseph (Ed.), Positive psychology in practice (pp. 482-503). New Jersey: John Wiley & Sons, Inc.
    Kerr, B., & Gagliardi, C. (2003). Measuring creativity in research and practice. In S. J. Lopez, & C. R. Snyder (Eds.), Positive psychological assessment: A handbook of models and measures (1st ed., pp. 155-169). Washington, DC: American Psychological Association.
    Kessels, J. W. M., & Poell, R. F. (2004). Andragogy and social capital theory: The implications for human resource development. Advances in Developing Human Resources, 6(2), 146-157.
    Kessels, J. W. M. (2001). Learning in organisations: A corporate curriculum for the knowledge economy. Futures, 33(6), 497-506.
    Kilburg, R. R. (1997). Coaching and executive character: Core problems and basic approaches.[article]. Consulting Psychology Journal: Practice & Research, 49(4), 281-299.
    Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford Press.
    Knowles, M. (1990). The adult learner: A neglected species (4th ed.). Houston, TX: Gulf Publishing Company.
    Knowles, M. S. (1980). The modern practice of adult learning: From pedagogy to andragogy (2nd ed.). New York: Cambridge Books.
    Knowles, M. S., Holton, E. F., & Swanson, R. A. (1998). The adult learner: The definitive classic in adult education and human resource development (5th ed.). Houston, TX.: Gulf Publishing Company.
    Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
    Kreber, C. (1998). The relationships between self-directed learning, critical thinking, and psychological type, and.. Studies in Higher Education, 23(1), 71-86.
    Kupperman, J. J. (1991). Character. New York: Oxford University Press.
    Lapan, R. T., Kardash, C. A. M., & Turner, S. (2002). Empowering students to become self-regulated learners. Professional School Counseling, 5(4), 257.
    Leal, D. J. (1999). Engaging student's minds and hearts: Authentic student assessment of character traits in literature. Journal of Adolescent & Adult Literacy, 43(3), 240-248.
    Leonard, H. S. (1997). The many faces of character.[article]. Consulting Psychology Journal: Practice & Research, 49(4), 235-245.
    Levinson, D. J. (1986). A conception of adult development.[article]. American Psychologist, 41(1), 3-13.
    Levinson, & Harry. (1997). Organizational character.[article]. Consulting Psychology Journal: Practice & Research, 49(4), 246-255.
    Li, J. (2002). A cultural model of learning: Chinese "heart and mind for wanting to learn". Journal of Cross-Cultural Psychology, 33(3), 248-269.
    Li, J. (2005). Mind or virtue. western and chinese beliefs about learning. Current Directions in Psychological Science, 14(4), 190-194.
    Li, & Jin. (2003). U.S. and chinese cultural beliefs about learning.[article]. Journal of educational psychology, 95(2), 258-267.
    Li, & Jin. (2004). Learning as a task or a virtue: U.S. and chinese preschoolers explain learning.[article]. Developmental psychology, 40(4), 595-605.
    Lickona, T. (2001). What is good character? Reclaiming Children and Youth, 9(4), 239-251.
    Lindeman, E. C. (1982). To put meaning into the whole of world. In R. Gross (Ed.), Invitation to lifelong learning (pp. 118-123). Chicago: Follett Publishing Company.
    Linley, P. A., Maltby, J., Wood, A. M., Joseph, S., Harrington, S., Peterson, C., et al. (2007). Character strengths in the united kingdom: The VIA inventory of strengths. Personality and Individual Differences, 43(2), 341-351. Lohman, M. C. (2005). A survey of factors influencing the engagement of two professional groups in informal workplace learning activities. Human Resource Development Quarterly, 16(4), 501.
    Lones, P. S. (2000). Learning as creativity: Implications for adult learners. Adult Learning, 11(4), 9-12.
    Long, H. B. (1983). Adult learning:Research and practice. New York: Cambridge.
    Long, H. B. (1989). Theoretical foundations for self-directed learning. U.S.; Oklahoma.
    Luntley, M. (2005). The character of learning. Educational Philosophy & Theory, 37(5), 689-704.
    Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness. Review of General Psychology [PsycARTICLES], 9(2), 111-131.
    Mackeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto: University of Toronto Press.
    MacKinnon-Slaney, & Fiona. (1994). The adult persistence in learning model: A road map to counseling services for adult learners. Journal of Counseling and Development : JCD, 72(3), 268-275.
    Masterson, J. F. (1985). The real self: A developmental, self, and object relations approach. New York: Brunner/Mazel.
    Maudsley, G., Strivens, J., & Maudsley. (2000). Promoting professional knowledge, experiential learning and critical thinking for medical students. Medical education, 34(7), 535-544.
    McCrae, R., & Costa, P. (1999). A five factor theory of personality. In L. Pervin, & O. John (Eds.), Handbook of personality (2nd ed., pp. 139-153). New York: Guilford.
    McCullough, M. E., & Snyder, C. R. (2000). Classical sources of human strength: Revisiting an old home and building a new one. Journal of Social and Clinincal Psychology, 19, 1-10.
    McGill, I., & Beaty, L. (1992). Action learning -A practitioner's guide. London: Kogan Page.
    McGivney, V. (2004). Understanding persistence in adult learning. Open Learning, 19(1), 33-46.
    McKeachie, W. J., Pintrich, P. R., & Yi-Guang Lin. (1985). Teaching learning strategies. Educational Psychologist, 20(3), 153-160.
    Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult & Continuing Education, (89), 3-13.
    Merriam, S. B., & Caffarella, R. S. (1999). Learning in adult: A comprehensive guide (2nd ed.). San Francisco, CA: Jossey-Bass Inc., Publishers.
    Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
    Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions.. Psychological review, 102(2), 246-268.
    Moulds, P. (2003). Scientific character. Australian Science Teachers Journal, 49(1), 46-50.
    Myers, R. (1990). Classical and modern regression with applications (2nd ed.). Boston: Duxbury Press.
    Nachmias, D., & Nachmias, C. (1987). Research methods in the social sciences (3rd ed.). New York: St. Martin's Press.
    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(4), 357-376.
    Nelson Laird, T. F. (2005). College students’ experiences with diversity and their effects on academic self-confidence, social agency, and disposition toward critical thinking. Research in Higher Education, 46(4), 365-387.
    Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptive help seeking. Theory Into Practice, 41(2), 132-138.
    Nicholson, I. A. M. (1998). GORDON ALLPORT, CHARACTER, AND THE "CULTURE OF PERSONALITY," 1897-1937.[article]. History of Psychology, 1(1), 52-68.
    Nickerson, R. (1999). Enhancing creativity. In R. Sternberg (Ed.), Handbook of creativity (pp. 392-429). New York : Cambridge University Press.
    Oddi, L. F., Ellis, A. J., & Roberson, J. E. A. (1990). Construct validation of oddi continuing learning inventory. Adult Education Quarterly, 40, 139-145.
    Park, N. (2004). Character strengths and positive youth development. The Annals of the American Academy of Political and Social Science, 591(1), 40-54.
    Park, N., Peterson, C., & Seligman, M. P. (2004). Strengths of character and well-being. Journal of Social & Clinical Psychology, 23(5), 603-619.
    Peck, R. F., Havighurst, R. J., Cooper, R., Lilienthal, J., & More, D. (1967). The psychology of character development (2rd ed.). New York: John Wiley & Sons.
    Pervin, L. A. (1994). A critical analysis of current trait theory. Psychological Inquiry, 5(2), 103-113.
    Peterson, C., & Park, N. (2004). Classification and measurement of character strengths: Implications for practice. In P. A. Linley & S. Joseph (Ed.), Positive psychology in practice (1st ed., pp. 433-446). Hoboken, NJ.: Wiley.
    Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Press.
    Peterson, S. J., Gerhardt, M. W., & Rode, J. C. (2006/4). Hope, learning goals, and task performance. Personality and Individual Differences, 40(6), 1099-1109.
    Pratt, D. D. (1988). Andragogy as a relational construct. Adult Education Quarterly, 38(3), 160-181.
    Preacher, K. J. (2001). Calculation for the chi-square test: An interactive calculation tool for chi-square tests of goodness of fit and independence [Computer software]. Available from http://www.quantpsy.org.
    Pritchard, I. A. (1998). Good education: The virtues of learning. District of Columbia: ERIC.
    Purdie, N., & McCrindle, A. (2002). Self-regulation, self-efficacy and health behavior change in older adults
    Reio, T. G.,Jr., & Callahan, J. L. (2004). Affect, curiosity, and socialization-related learning: A path analysis of antecedents to job performance. Journal of Business and Psychology, 19(1), 3-22.
    Reio, T. G.,Jr, & Wiswell, A. (2000). Field investigation of the relationship among adult curiosity, workplace learning, and job performance. Human Resource Development Quarterly, 11(1), 5-30.
    Reznitskaya, A., & Sternberg, R. J. (2004). Teaching students to make wise judgement: The "teaching for wisdom" program. In P. A. Linley, & S. Joseph (Eds.), Positive psychology in practice (pp. 181-196). New Jersey: John Wiley & Sons.
    Rudowicz, E., & Hui, A. (1997). The creative personality: Hongkong perspective. Journal of Social Behavior & Personality, 12(1), 139-157.
    Sabbaghian, Z. (1980). Adult self-directedness and self-concept: An exploration of relationship. Dissertation Abstracts International, 40(07A), 3701.
    Sandage, S. J., & Hill, P. C. (2001). The virtues of positive psychology: The rapprochement and challenges of an affirmative postmodern perspective. Journal for the Theory of Social Behaviour, 31(3), 241-260.
    Schulman, M. (2005). The passion to know. In C. R. Synder, & J. L. Shane (Eds.), Handbook of positive psychology (pp. 313-326). New York: Oxford University Press.
    Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.
    Seligman, M. E. P., Linley, P. A., Joseph, S., & Boniwell, I. (2003). Positive psychology: Fundamental assumptions. The Psychologist, 16(3), 126-127.
    Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. [references]. American Psychologist, 55(1), 5-14.
    Seligman, M. E. P., & Csikszentmihalyi, M. (2001). "Positive psychology: An introduction": Reply. American Psychologist, 56(1), 89-90.
    Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress. American Psychologist [PsycARTICLES], 60(5), 410-421.
    Siegel, H. (1988). Educating reason: Rationality, critical thinking, and education. New York: Routledge.
    Singer, J. L., & Singer, D. G. (1972). Personality. Annual Review of Psychology, 23, 375-412.
    Smith, J., & Spurling, A. (1999). Lifelong learning: Riding the tiger. London: Cassel.
    Snow, R. E. (1989). Aptitude-treatment interaction as a framework for research on individual differences in learning. In P. L. Ackerman, R. J. Sternberg & R. Glaser (Eds.), Learning and individual differences: Advances in theory and research (pp. 13-59). New York: W. H. Freeman and Company.
    Snyder, C. R., Irving, L., & Anderson, J. R. (1991). Hope and health: Measuring the will and the ways. In C. R. Snyder, & D. R. Forsyth (Eds.), Handbook of social and clinical psychology: The health perspective (pp. 285-305). Elmsford, NY: Pergamon.
    Snyder, C. R., Rand, K. L., & Sigmon, D. R. (2005). Hope theory: A member of the positive psychology family. In C. R. Snyder, & S. J. Lopez (Eds.), (pp. 257-276). New York: Oxford University Press.
    Snyder, C. R. (2002). TARGET ARTICLE: Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249-275.
    Snyder, C. R., Cheavens, J., & Sympson, S. C. (1997). Hope: An individual motive for social commerce.[article]. Group Dynamics: Theory, Research, & Practice, 1(2), 107-118.
    Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., et al. (1991). The will and the ways: Development and validation of an individual-differences measure of hope.[miscellaneous]. Journal of Personality & Social Psychology, 60(4), 570-585.
    Snyder, C. R., Sympson, S. C., Ybasco, F. C., Borders, T. F., Babyak, M. A., & Higgins, R. L. (1996). Development and validation of the state hope scale. Journal of Personality & Social Psychology, 70(2), 321-335.
    Sperry, & Len. (1997). Leadership dynamics: Character and character structure in executives.[article]. Consulting Psychology Journal: Practice & Research, 49(4), 268-280.
    Starratt, R. J. (2005). Cultivating the moral character of learning and teaching: A neglected dimension of educational leadership. School Leadership & Management, 25(4), 399-411.
    Steen, T. A., Kachorek, L. V., & Peterson, C. (2003). Character strengths among youth. Journal of Youth & Adolescence, 32(1), 5-16.
    Stern, D. T. (2000). The development of professional character in medical students. Hastings Center Report, 30(4), 26-29.
    Sternberg, R. J. (1998). A balance theory of wisdom.[article]. Review of General Psychology, 2(4), 347-365.
    Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36(4), 227-245.
    Steyer, R., Schmitt, M., & Eid, M. (1999b). Latent state–trait theory and research in personality and individual differences. European Journal of Personality, 13(5), 389-408.
    Swanson, R. A., & Holton, E. F. (2001). Foundations of human resource development. San Francisco, CA: Berrett-Koehler Publishers Inc.
    Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Needham Heights, MA: Allyn & Bacon.
    Taylor, E. (2001). Positive psychology and humanistic psychology: A reply to seligman. Journal of Humanistic Psychology, 41(1), 13-29.
    Tennant, M., & Pogson, P. (1995). Learning and change in the adult years: A developmental perspective. San Francisco, CA: Jossey-Bass.
    Torff, B., & Sternberg, R. J. (1998). Changing mind, changing world: Practical intelligence and tacit knowledge in adult learning. In M. C. Smith, & T. Pourchot (Eds.), Adult learning and development: Perspectives from educational psychology (pp. 109-126). New Jersey: Lawrence Erlbaum Associates.
    Tough, A. (1971). The adult's learning projects: A fresh approach to theory and practice in adult learning (2nd ed.). Toroto: OISE.
    Wagner III, J. A. (1995). Studies of individualism-collectivism: Effects on cooperation in groups. Academy of Management Journal, 38(1), 152-172.
    Wagner, J. A., III, & Moch, M. K. (1986). Individualism-collectivism: Concept and measure. Group and Organization Studies, 11, 280-303.
    Wang, G. G., & Wang, J. (2004). Toward a theory of human resource development learning participation. Human Resource Development Review, 3(4), 326-353.
    Watkins, D. (1996). The influence of social desirability on learning process questionnaires: A neglected possibility? Contemporary Educational Psychology, 21(1), 80-82.
    Weller, H. G., Repman, J., Lan, W., & Rooze, G. (1995). Improving the effectiveness of learning through hypermedia-based instruction: The importance of learner characteristics. Computers in Human Behavior, 11(3-4), 451-465.
    Williamson, K. B. Learning and individual differences: Process, trait, and content determination (book review). Teaching & Learning in Medicine, 12(1), 58-60.
    Wlodkowski, R. J. (1999). Enhancing adult motivation to learning: A comprehensive guide for teaching all adults (2nd ed.). San Francisco, California: Jossey-Bass.
    Wong, Y. J. (2006). Strength-centered therapy. Psychotherapy: Theory, Research, Practice, Training [PsycARTICLES], 43(2), 133-146.
    Wright, J., & Mischel, W. (1982). Influence of affect on cognitive social learning person variables.[article]. Journal of Personality & Social Psychology, 43(5), 901-914.
    Yi, J. (2005). A measure of knowledge sharing behavior: Scale development and validation. Indiana University). DAI-A, 67 (01), 67.
    Zimmerman, B. J. (1999). Commentary: Toward a cyclically interactive view of self-regulated learning. International Journal of Educational Research, 31(6), 545-551.
    Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
    Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70.

    QR CODE