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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:140下載:77
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  • 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

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