網路購物興盛、社群網站湧現以及資訊搜尋的方便性，持續性資訊搜尋成為購買決策很重要的影響因素。本研究先蒐集相關文獻與彙整搜尋動機的元素，共包括九種資訊搜尋動機，分別是：探索動機、滿足動機、價值動機、思想動機、產品提供豐富度、產品資訊提供、方便性、角色動機以及社交動機，並將這九種元素歸納為三種資訊搜尋動機，分別是：享樂性、功利性以及社交性，再探討搜尋動機與持續性社群網路資訊搜尋對購買意圖的影響關係。本研究透過網路發放問卷，有效樣本共480份，採用量化分析，並以最小平方法(PLS)進行有效樣本之實證分析。 本研究經因素分析發現，探索動機與滿足動機同屬於一種構面，本研究將此構面命名為：「探索滿足」；產品提供豐富度、產品資訊提供、方便性同屬於一種構面，本研究將此構面命名為：「資訊可得」；角色動機與社交動機同屬於一種構面，本研究將此構面命名為：「社交需求」。此外，在思想動機與價值動機方面，本研究則是分別重新將這兩種構面命名為：「資訊潮流」與「優惠需求」，以更符合理論邏輯與這兩種因素的意涵。 本研究結果顯示：研究分析歸納的五種資訊搜尋動機：探索滿足、資訊潮流、資訊可得、優惠需求、社交需求，對於持續性社群網路資訊搜尋皆具有正向的影響；持續性社群網路資訊搜尋對購買意圖亦具有正向的影響關係，而產品需求強度對於持續性社群網路資訊搜尋與購買意圖之間的關係則是不具有調節效果。這代表無論消費者對於產品是否有需求，只要平時在社群網站上瀏覽到產品的相關資訊時，就能影響人們購買意圖的產生，這間接證實了非計劃購買發生的可能，也突顯了持續性資訊搜尋的重要性。最後，本研究結果期望可以提供個人或業者於社群網站上的產品銷售策略之經營與學術未來研究之方向。 / Due to the flourishing of Internet shopping, the emergence of social network sites and the convenience of information search, ongoing search has become a very important purchase decision factors. In this study, we collected relevant literature and aggregated a total of nine kinds of search motivations, namely: adventure, gratification, value, idea, product offerings, product information, convenience, role and social. The nine search motivations are summarized into three search motivations, namely: hedonic, utilitarian and sociality. Then, we explore the effect relationship for the search motivations and ongoing social network information search to the purchase intentions. Then, we did questionnaires via the internet and a total of 480 valid samples were received, after that, we used quantitative analysis and used partial least square (PLS) to conduct empirical analysis. By factor analysis, we found that adventure motivation and gratification motivation belonged to the same factor, we named “exploration meet”. Product offerings, product information and convenience motivation belonged to the same factor, we named “information availability”. Role motivation and social motivation belonged to the same factor, we named “social needs”. In addition, we re-named idea motivation to “information trend” and value motivation to “preferential needs” to make these two kinds of factors be more consistent with logical and theoretical implications. The result of this study showed that the five kinds of search motivations: exploration meet, information trend, information availability, preferential needs and social needs all had positive impacts on ongoing social information search. Ongoing social information also had positive impacts on purchase intentions. But the product needs intensity didn’t have a moderating effect between ongoing social information search and purchase intentions, this result not only indirectly confirmed possibility of unplanned purchase, but also highlighted the importance of ongoing search. Finally, the results of this study could be expected to provide marketing strategy for persons or industries on the social network sites and could be referred for the future of academic research.

我國實施庫藏股制度自民國八十九年八月七日開始實施以來，許多上市上櫃公司紛紛宣告買回本公司股份，實施初期，適逢企業母子公司交叉持股盛行，國內外經濟情勢丕變，高科技產業泡沫化…..等因素影響，上市櫃公司投入的情形踴躍，後歷經景氣的衰退、復甦及擴張等階段，庫藏股執行的情況漸趨平穩，相關法令經歷數次增修後亦漸趨完備。 本研究主要係針對庫藏股制度實施以來，前六年半期間，以個案公司-華新麗華(股)公司【以下簡稱華新】為例，探討公司買回庫藏股的動機，以及與同樣上市公司中，經篩選實際買回股數、金額最高的前4家對照組公司相較，華新的股價、經營績效的評比如何？華新本身的經營績效產生了什麼變化？股東、投資人的財富效果為何，從中得到哪些啟示，以下為對華新研究的發現： 一、動 機：經營管理人員認為公司股價被低估，為買回庫藏股的主要動機，其次為對未來盈餘與股價具有信心，轉讓員工排名第三，與訊號發射假說關係密切；經營管理者認為執行庫藏股並非單一財務事件，而是公司整體策略面變革的一環，可協助公司達成每股盈餘的改善目標。 二、股價、經營績效：華新在7項分析項目中，分別排名居1~3位，在營運資金管理、每股盈餘、股價淨值比有較優異的表現；股價年化報酬率高於大盤5.3%，僅次於宏碁；經營績效的改善，來自經營管理者聚焦本業，處分長投，提高資產的運用效率，管理現金流量，積極實施庫藏股，以提升每股盈餘及每股淨值。 三、股東、投資人：華新的累計報酬率為63.2%，年化後7.8%，優於大盤及其他3家公司；投資人應避免景氣循環剛開始向下時投入，留意公司發出的訊號，當公司以『維護股東權益』為目的買回時，投資人的長期報酬率是可預期的。

隨著母乳哺育觀念的普及化，部份哺乳媽媽有多餘的奶水，希望有機會分享給他人，臺灣第一座母乳庫於2004年12月開幕以來至今已將近4 年，為使其早產兒能有源源不斷之捐贈母乳可享用，因此需靠這些捐乳媽媽能持續不斷的捐乳，故如何提升這些捐乳媽媽持續捐乳，這個議題值得深究。 本研究旨在了解捐乳媽媽捐乳動機、家庭支持及捐乳服務滿意情形，以質性研究之「半結構式深度訪談」方式，訪談12人。 本研究發現：一、助人行善，可積福報：捐乳媽媽的捐乳動機與是否為做善事行為有似乎有較大影響力。二、行有餘力，捐贈餘奶：家庭經濟好捐乳媽媽可專心哺餵母乳其泌乳量源源不絕，對於知識認知及教導的吸收度似乎會影響其執行率，更間接影響其再捐乳動機。親朋好友及網路訊息得到母乳庫可以捐乳可以引發捐乳媽媽捐乳動機。三、足夠訊息，引發動機：門診產檢及住院期間即作宣導可以增加捐乳量。四、親朋欽羨，激勵捐乳：家人對捐乳有正向看法並且捐乳活動全家能夠一起動起來，支持系統增強。五、宗教信仰支持助捐乳：宗教信念之支持，捐乳媽媽大都因有此概念更願意捐乳，分享愛給需要的寶寶。六、寶寶健康，泌乳量增：捐乳者的寶寶越健康似乎讓媽媽信心大增泌乳量持續增加會更願意捐乳。七、哺乳經驗，有助捐乳：第二胎、媽媽、姐妹有哺乳經驗者可支持捐乳媽媽捐乳。八、溫馨服務，以客為尊：捐乳媽媽對於捐乳服務很滿意，持續捐乳。九、捐乳時間，力求彈性：彈性開放時間讓上班族便利性增加，捐乳媽媽滿意覺得方便性是重要影響因素。十、捐乳滿意，推廣他人：服務滿意，更可讓捐乳媽媽有意願推廣他人來捐乳。 本研究根據提供以下建議：ㄧ、捐乳動機：增強宣導內容，以利捐乳：訊息宣導內容以幫助早產兒渡難關為主打主題再以助人行善幫自己寶寶積福報為理念，捐乳為舉手之勞更能夠有成就感；慎選對象，捐乳率高：宣導捐乳的對象首選社經地位高，經濟優渥學歷高之媽媽；訊息傳遞，產前開始：由門診產檢時或是在住院期間即作宣導。二、支持來源-家庭支持：家庭支持，組成團隊：母乳庫組成支持團體給予適時關心掌握捐乳家庭使之持續捐乳。三、捐乳服務滿意：親切服務，持續捐乳；增加車位，彈性時間：解決停車位的問題及開放彈性捐乳時間。 / With the popularization of the concept of breast-feeding, some nursing mothers with extra milk, and hope to have the opportunity to share to others, Taiwan's first breast milk bank opened in December 2004 has been nearly 4 years for it to have premature children steady flow of donated breast milk can enjoy, so be donated by the mother can breast milk continued to donate, how to improve these mothers continue to donate breast milk donation, the subject worth studying. This study was to donate breast milk donation mother, motivation, family support and service satisfaction donated milk cases to qualitative research "semi-structured interviews" approach, interviews 12. The study found that: first, to help others do good, be positive reward: milk donation mother's motives and whether the milk donated to charity behavior seems to have more influence. Second, any energy left, donated more than milk: milk donation families well breastfeeding mothers can concentrate on their milk yield inexhaustible knowledge of cognition and instruction for the degree of absorption seems to affect the rate of implementation, even indirectly affect donate another milk motivation. Friends and network information can be donated breast milk bank to donate breast milk can cause milk donation mother motivation. Third, sufficient information, cited Engine: hospital out-patient check-and that is to donate milk yield can increase public awareness. Fourth, gained the admiration of friends, encouraging milk donation: the family's donation has a positive view of milk and milk donation activities the whole family can work together to move, support system enhancement. Fifth, religious support to help to donate milk: religious beliefs, support, donor milk mother mostly due to the concept are more willing to donate milk to share love to the needs of the baby. 6, baby health, lactation increase in volume: donor milk more healthy baby who seems to have greatly increased the confidence of lactating mothers continued to increase the amount will be more willing to donate milk. 7, breastfeeding experience, help to donate milk: a second child, mother, sisters, can support other nursing mothers to donate milk to donate milk. 8, warm service, customer-oriented: to donate breast milk donation mother to a very satisfactory service, continuing to donate milk. 9, donated milk time, seek flexibility: flexible opening hours for the convenience of office workers increased milk donation mother satisfied that convenience is an important factor. 10, donated milk satisfaction, promote others: service satisfaction, but also the willingness to donate milk mothers to donate milk to promote others. This study offers the following suggestions: Your donations, milk motivation: increased content of propaganda, in order to facilitate donor milk: the message content of propaganda to help tide over the crisis in premature children to play the theme-based charity to help people help themselves and then the baby product reward for the idea of donation milk for the little things better to have a sense of achievement; carefully choose targets, high milk donation: the object of propaganda to donate milk the first choice of high social status, economic generous educated the mother; message delivery, prenatal start: from the clinic for check-ups or when during hospitalization or for advocacy. Second, sources of support - family support: family support, the composition of the team: the composition of breast milk library support group to donate milk to give timely concern to control the family continued to donate milk to make it. Third, donor milk service satisfaction: friendly service, continued to donate milk; increase in parking spaces, flexible time: to solve the problem of parking spaces and open flexible hours to donate milk.

隨著社會環境變遷與發展，在職進修對於公務人員已成為時代趨勢，為使公務人員在兼顧工作與課業情況下，維持良好工作表現及服務品質，本研究探討在職進修公務人員工作壓力、工作滿足與成就動機之情況，依研究結果提出相關建議，提供相關單位進行公務人員人力資源管理之參考。 本研究採取深度訪談法，訪談10名任職中央機關公務人員參與在職進修，研究發現如下： 1.公務人員在職進修之現況：（1）工作性質與工作特性是公務人員選擇在職進修方式的主要影響原因；（2）部分中央機關依規定提供進修補助，在職進修者可選擇申請公假或學分費補助。選擇學分費補助能有效減輕進修者的經濟負擔；（3）工作年資較長有利於參與進修；（4）已婚者較未婚者更需要家人的支持。 2.工作壓力之來源：主要係因工作量大或複雜度高之工作性質、長官與同事的不支持態度、課業與畢業壓力及角色衝突所造成。 3.工作滿足之情形：影響在職進修者之工作滿足感的主要因素包括：服務機關是否穩定、參與進修能否獲益、角色轉移、時間管理等；提高在職進修者工作滿足感主要有利影響因素包括：升遷的公平與開放、長官的重視與支持、機關的實質獎勵與積極支持。 4.成就動機之情況：在職進修者選擇再進修的動機，受本身內在影響與環境外在影響而有不同，進修過程中如能提高成就動機，將間接影響工作表現；提高在職進修者成就動機之主要有利影響因素包括：長官的鼓勵與肯定、組織進修文化的推動及政府終身學習之積極推行。 本研究根據研究發現，提出以下建議： 1.在減輕在職進修公務人員之工作壓力方面：（1）建議單位長官應適時予以支援及協助；（2）建議政府機關對於人力是否充足或配置適當，應定期進行診斷；（3）建議學校可配合在職進修者學習需求，延長相關設施開放時間；（4）建議學校提供更多職場所需的課程以因應在職生需求；（5）建議參與在職進修者，加強自身的英文及資訊軟體使用能力，減少進修過程之學習困擾。 2.在提昇在職進修公務人員之工作滿足方面：（1）建議政府機關應積極提升公務人員對工作的認同感；（2）建議政府機關應積極鼓勵進修，而非消極支持；（3）建議參與在職進修者應加強時間管理。 3.在加強在職進修公務人員之成就動機方面：（1）建議政府機關應提供更多元化的進修方式；（2）建議學校能提高入學考試之門檻，維持學生品質；（3）建議參與在職進修者可適時回饋服務單位；（4）建議參與在職進修者應充分了解自身學習需求並以積極態度面對工作與課業。 / The in-service training becomes current trend for public servants with the development and evolution of our society. The study determinates how the public servants have great performance in duty during in-service training period. Therefore, the purpose of the study is to understand the stress, satisfaction and achievement motivation of the in-service training public servants to provide practical advice for the human resources management of public servants in authorities. Ten in-service training public servants in the central governments were in-depth interviewed and the results as following: 1.The current situations of in-service public servants: (1)The characteristic of jobs is the major factor for public servants to choose the ways of their in-service training. (2)Some central governments can subsidize the in-service training public servants based on specific regulation. The in-service training public servants can choose to apply the official business leave or the study allowance to obtain financial aid. To choose study allowance can give them practical financial support. (3)The public servants who have long working experience take advantage to participate in-service training. (4)The married public servants need more family support than single. 2.The situation of job stress is caused by overloading or sophisticated work, the negative attitude of supervisors and colleague, study stress and role conflict. 3.The main factors of the situation of job satisfaction for in-service training public servants include the administration steadiness, the self-benefit, the transformation of roles, time management and so on. The main factors of increasing sense of achievement contain the fairness and disclosure of promotion, the attention and support of supervisors, the practical award and active support of governments. 4.The motivation of in-service re-training participant is influenced by internal and extrinsic factors. Work performance will be indirectly affected by improving the achievement motivation in training. The main factors of increasing the achievement motivation of in-service training persons include the encouragement and appreciation of supervisors, the promotion of in-service training and lifelong learning in government. Based on this study to provide the following advice: 1.To alleviate the job stress of in-service training public servants: (1)Supervisors should help and support in time. (2)The management of human resource should be monitored by authorities regularly. (3)School should keep open longer to tie in the request of in-service training people. (4)School should offer more necessary course related to their job. (5)In-service training people should improve their ability of English and information technology to make their study easier. 2.To improve the job satisfaction of in-service training people: (1)Authorities should actively increase the professional self-identity of in-service training people. (2)Authorities should positively encourage them to get training instead of supporting negatively. (3)In-service training people should improve the ability of time management. 3.To enhance the achievement motivation of in-service training people: (1)Authorities should provide much more diverse training ways. (2)School can distinguish prospective students well based on discerning entrance examination. (3)In-service training people should pay back to their servicing place. (4)In-service training people should entirely understand what they need and have positive attitude to deal with work and study.

自1999年起我國實施開辦大學研究所碩士在職專班，開啟高等教育新紀元，迄今已實施10多年，根據教育部2010年的大專院校概況統計，98學年度碩士在職專班學生數高達57,074人。碩士在職專班儼然成為在職人士進修學習的熱門方法。 因此本研究希望針對在職專班學員進行學習成效評估，以瞭解「在職專班課程」是否達到學員入學前的動機需求。另本研究也將試圖找出影響在職人士參與在職專班課程的動機因素，並分析在職人士參與在職專班課程之動機對於其學習成效之影響性。此外將針對在職人士參與在職專班課程學習行為對於學習成效之影響進行探討。 本研究以政大「行政管理碩士在職專班」88級至97級歷屆學員進行問卷調查，共發出問卷150份，回收問卷總數為106份，總回收率為70.6%，扣除退件及填答不完全的無效問卷，有效問卷105份，有效樣本回收率佔70%。本研究資料分析除以描述性統計外，且以T檢定、單因子變異數分析、皮爾森積差相關分析及多元迴歸分析等方式予以統計驗證， 本研究發現：1、學習動機中以「求知興趣」動機取向最強，其次為「職業進展」取向，以「外界期望」動機取向最弱；2、學習行為中以「學習策略」最佳，以「學習習慣」最差；3、學習滿意度中以「學習氣氛」最佳，以「課程內容」最低；4、學習之成效評估則以「學習層面」最強，「行為層面」最弱；5、不同背景變項在職專班學生參與在職專班課程其「學習動機」、「學習行為」及「學習成效」皆有顯著差異；5、在職專班學員「學習動機與其學習行為」、「學習動機與其學習滿意度」、「學習動機與其成效評估」、「學習行為與其學習滿意度」、「學習行為與其成效評估」皆達顯著正相關；6、學員之學習動機強烈，其學習滿意度程度亦會跟著提高。學員之學習行為愈佳，對於參與在職專班課程之學習滿意度也高。 經由研究結果本文提出下列建議：1、建議未來相關系所辦理在職專班課程，有關課程規劃部份，可考量在職專班學員學習動機之取向，設計提供學員增進知能、彌補專業力並且可與工作進行連結應用之課程；2、各系所除提供及規劃合適課程外，亦需營造師生、同儕之間人際交流的氣氛，學習氣氛之建立將可增加學員學習之效果；3、建議未來可以擴大研究的對象至不同領域之在職研究所，藉以比較不同領域系所間學習滿意度的差異及人力專業成長的差異情形；4、建議增加更多面向的實証研究，以完備研究內容；5、建議未來研究能融入質性的訪談，將能獲得更深入的資料。

本研究以連續性負向對比（successive negative contrast, SNC）動物行為模式進行比較行為所涉及的心理歷程及神經生理系統之探究。實驗首先建立以大白鼠在舔舐不同濃度蔗糖液所引發的連續性負向對比效果之模式，繼而探討飢餓動機在此模式中所扮演的角色，並且以benzodiazepines受體促進劑diazepam進行週邊及中樞注射，期望對此模式之神經行為機制有進一步的發現，並釐清benzodiazepines在當中所扮演的角色。實驗一是為了建立本實驗室大白鼠在舔舐蔗糖液由較高濃度（32﹪）降為較低濃度（4﹪）時產生的連續性負向對比行為的表現，從結果發現剝奪吃食的大白鼠或自由吃食的大白鼠皆有連續性負向對比行為的效果產生，剝奪吃食的大白鼠在減抑負向對比的行為效果比自由吃食的大白鼠還快，而自由吃食的大白鼠在連續性負向對比的行為保持上會持續較久。實驗二是操弄吃食狀態的調換，以檢視大白鼠在負向對比效果表現是否隨飢餓驅力的高低而變化，就結果而言，剝奪吃食改為自由吃食組大白鼠之連續性負向對比行為的產生只發生在蔗糖液濃度變化後的第一、二天，而自由吃食改為剝奪吃食組大白鼠會發生在蔗糖液濃度變化後的四天。實驗三大白鼠進行diazepam腹腔注射，結果發現能有效減抑負向對比效果，但只發生在蔗糖液濃度改變後的第二天。實驗四進行大白鼠腹腔注射diazepam 5 mg/kg以檢視其是否因增加對蔗糖液的喜好因素而減抑了連續性負向對比的效果，結果顯示大白鼠在第一、二天負向對比的效果就不明顯，不過受藥物作用的影響，可以發現舔水次數或舔水量等指標都有增加趨勢，此可解釋為diazepam增加對蔗糖液的喜好得影響。實驗五進行了內側杏仁體及背側海馬體的diazepam微量注射，結果發現蔗糖液濃度改變後第一天，上述兩部位的藥物注射後皆產生負向對比效果，但第二天只有注射內側杏仁體大白鼠減抑了負向對比效果，而背側海馬體大白鼠則繼續保持負向對比效果。綜觀上述結果顯示以舔舐蔗糖液濃度差異所引發連續性負向對比效果所涉及的心理歷程及神經生理系統有其複雜性，benzodiazepines受體促進劑diazepam的藥物測試結果發現會影響此行為模式。 / The present study successive negative contrast (SNC) investigated what psychological processes and neural systems were involved in the comparison behavior. The SNC effect induced by rat’s licking different concentrations of sucrose solution was established and the effect in diazepam (a benzodiazepine agonist) as well as experimental manipulation of food deprivation were observed. In Experiment 1, the SNC effect was induced when the sucrose solution shifted from 32% down to 4%.This effect was observed across the consecutive 4 post-shift days in the free-feeding subjects; however, such effect was gradually diminished in the food-deprived subjects. Experiment 2 manipulated the food deprivation states to study how the hunger drive would affect the SNC. The results revealed that the food-deprived subjects in the pre-shift session show the SNC effect only on the second day of post-shift session with food supplied freely. However, the SNC effects were observed in the consecutive four post-shift days in the subject with free-feeding in the pre-shift session but was then altered into the state of food-deprivation. In Experiment 3, the SNC effect was attenuated by systemic injection of diazepam with the observation of the reduced licking suppression on the second post-shift day. In Experiment 4, with similar manipulation of food supply, diazepam was found to enhance the sucrose licking in addition to its reduction of the SNC effect. The central loci for diazepam to attenuate the SNC effect were investigated in Experiment 5. Although the SNC effect was attenuated by diazepam infused into the medial amygdala or the dorsal hippocampus, the time courses to observe such reduction were different for drug infused into both sites. The study indicates that（a）the SNC effect on licking can be reliably induced by decreasing the sucrose concentration,（b）such effect is attenuated by diazepam via central neural mechanisms. However, further research is needed to determine whether the attenuation of SNC by diazepam is based on the anxiety suppression or appetite enhancement process.

本研究的目的是想要了解教師任教學校（幼稚園、國小）、教師教學年資與教師的創意生活經驗、教學內在動機、教學創新行為與幼兒特質的偏好、幼兒創造力特質之知覺、對幼兒創造力特質的偏好、幼兒創造力的信念之關係。 以便利取樣的方式選取台北縣市公私立幼稚園共26所、國小公立學校共15所學校，研究的參與者包括幼稚園教師190人，國小一二年級教師219人，共409位教師。本研究使用「理想兒童檢核表」、「幼兒創造力信念量表」、「創意生活經驗量表」、「教學內在動機量表」、「教師教學創新行為量表」等研究工具，以皮爾森積差相關、多變量變異數分析（MANOVA）考驗研究假設，獲致以下的結果： 一、幼稚園和國小教師在「幼兒創造力之知覺」方面有顯著差異 （一）在「教師對幼兒特質的偏好」的「情緒智力特質」上有顯著差異，國小教 師比幼稚園教師較偏好其中的「情緒智力特質」； （二）在「教師對幼兒創造力特質的偏好」的「情緒智力特質」上有顯著差異， 國小教師在「對幼兒創造力特質的偏好」上，較幼稚園教師符合其中的「情 緒智力特質」； （三）在教師對幼兒創造力信念的「固定信念」有顯著差異，不管是幼稚園或是 國小教師都比較不傾向固定信念，但兩者之間有差異，幼稚園教師比國小 教師更不贊成「幼兒的創造力是不能改變的」，也就是說幼稚園教師比國 小教師更同意幼兒的創造力可以經由學習或訓練改變的。 二、不同教學年資的教師，在「幼兒創造力之知覺」方面沒有顯著差異 三、「教師創意生活經驗」與「教師對幼兒創造力之知覺」的關係 （一）幼稚園教師 幼稚園教師的創意生活經驗越多，其對幼兒特質的偏好，越符合「創造力特質」及「複合特質」；其「對幼兒創造力特質的知覺」的皆符合「情緒智力特質」及「創造力特質」；其「對幼兒創造力特質的偏好」越符合「創造力特質」；其創意生活經驗越多越贊成「幼兒的創造力是與生俱有的，只要提供機會，就會自然發展」。 （二）國小教師 在國小的部份，我們發現教師的創意生活經驗與對「幼兒創造力的知覺」的相關有達顯著的並不多，在「教師對幼兒特質的偏好」部分，有越多「表演藝術創新」、「生活風格的變化」、「製造意外驚喜」的教師，越不偏好具有「情緒智力特質」的幼兒。「視覺生活的設計」經驗越多，越偏好「創造力特質」；「科學創新的問題解決」、「視覺生活的設計」經驗越多，在「對幼兒創造力特質的知覺」越符合「情緒智力特質」。「開放心胸」經驗越多，其對「幼兒的創造力是與生俱有的，只要提供機會，就會自然發展」的信念越贊同。 四、「教師教學內在動機」與「教師對幼兒創造力之知覺」的關係 （一）幼稚園教師 幼稚園教師的教學內在動機越強，其對「幼兒特質的偏好」越符合「創造力特質」；其「對幼兒創造力特質的知覺」的皆符合「情緒智力特質」及「創造力特質」；其「對幼兒創造力特質的偏好」越符合「創造力特質」；教學內在動機越強，越同意「幼兒的創造力是與生俱有的，只要提供機會，就會自然發展」。 （二）國小教師 國小教師的教學內在動機越高，越不偏好「情緒智力特質」、「複合特質」；在「教師對幼兒創造力特質的偏好」上越不符合「情緒智力特質」；在信念上，越不贊成「幼兒的創造力是不能改變的」；對於「幼兒階段是一生中最具有潛在創造力的階段」的看法越贊成。 五、「教師教學創新行為」與「教師對幼兒創造力之知覺」的關係 （一）幼稚園教師 幼稚園教師的教學創新行為越多，其對幼兒特質的偏好，越符合「創造力特質」；其「對幼兒創造力特質的知覺」也皆符合「情緒智力特質」、「創造力特質」；其「對幼兒創造力特質的偏好」越符合「創造力特質」；教師的教學創新行為越多，也越贊成「幼兒的創造力是與生俱有的，只要提供機會，就會自然發展」的看法。 （二）國小教師 國小教師的教學創新行為越多，其對幼兒特質的偏好（顯著負相關），越不符合「情緒智力特質」；其「對幼兒創造力特質的偏好」越不符合「情緒智力特質」（顯著負相關）；教師的教學創新行為越多，（顯著負相關）越不贊成幼兒的創造力是不能改變的。 本研究最後針對研究結果在教育上、未來研究上提供一些建議，做為教育機關、師資培育單位、後續研究的參考。 關鍵字：幼兒創造力知覺、創意生活經驗、教學內在動機、教學創新行為、創造力

目前台灣探討預算決策、預算行為的實證研究並不多見，本研究欲探討台北市政府各局處單位預算或單位預算分預算之預算編列人員的預算決策行為，研究各種影響行政官僚預算決策行為的因素，了解我國地方政府行政機關在實際編列預算時，是否會追求預算極大化？若有追求預算極大化的傾向，是否都能成功獲得其預期的預算數額？行政人員編列預算時所考量的因素為何？等諸多議題。 本研究先採取問卷調查方法，經統計分析後，依據問卷內容所獲得的結果，進一步擬定訪談題目，與相關人員進行深度訪談，期透過量化、質化研究方法兩者並行，使本研究的研究結果更為嚴謹精確。研究者以Niskanen的「官僚預算行為模型」為基礎，探討行政官僚個人動機、官僚面臨的制度性限制，以及非制度性的約束、政治因素這些變項，對官僚預算行為所產生的影響。本研究將「官僚個人動機」、「預算制度」、「政治因素」、「組織認同」、「機關組織文化」、「官僚影響力」此六個變項列為自變項，將「預算極大化傾向」此變項列為依變項，進而探討這些變項間的互動、影響。 研究發現說明如下： 一、官僚預算行為影響因素分析：（一）官僚個人動機：官僚個人公益動機可能會激勵行政人員努力構思新事務，爭取更多預算為民服務，但前提在於公務員必須提出具體可行的施政計畫，有效說服長官加以支持。（二）組織認同：公務員對組織認同的程度，對其爭取預算的行為影響並不大。（三）預算制度：現行預算制度確實會對官僚的預算行為產生影響，並限制了官僚權限及影響力。（四）政治因素：政治因素在預算制定過程中具影響力，也會影響官僚編列預算時的考量。（五）機關組織文化：各行政機關基於單位屬性、業務職掌及相關法令規定，編列預算考量的因素必然不同。各局處由於單位性質、政策規劃不同，預算不會也無法相互參考，若有參考情形發生，也僅限於各機關共同編列的預算部份。（六）官僚影響力：官僚權限大小並非僅侷限於官等、職位…等因素影響，更與該機關性質、重要性及個人人格特質有關。 二、機關首長會在可能範圍內追求預算極大化。三、行政官僚希望預算增加的前五項理由依序為「改善公共服務品質」、「反應生產成本（物資、計畫、設備…）的增加」、「維持現有計畫」、「改善辦公設備」、「對利益團體及特定民眾提供更多服務」。四、行政官僚編列預算考量的前五項因素依序為「反應民眾需求」、「改善特定政策」、「保護現有計畫」、「改善福利與設備」、「維護機關形象」。五、最具影響力的前五位參與者依序為「機關首長」、「市議會」、「單位主管」、「上級機關」、「會計主管」。六、我國政府預算編列仍存在浮濫不實現象。七、府會關係對政府預算與行政人員預算行為有部分影響。

一致性理論源於心理學中自我概念的延伸，其主要論點便是人會選擇與己之自我概念趨同的物、事、或人；並且極力避免與己之自我概念不同的物、事、或人互動。其道理來自於自我的穩定性及避免矛盾，自我往往讓自己處於一種習慣的狀態，並不希望改變。 自Grubb and Grathwohl（1967）透過Rogers（1951）的個體自我增強理論（theory of individual self enhancement）為基礎，假設自我概念對個體而言是一種價值，並且個體的行為會朝向增強或保護他們的自我概念為方向，因此購買、展示行為或商品使用，皆會透過購買符號商品的過程來加強自我概念後，將此理論運用到廣告行銷領域的研究便開始蓬勃發展。本研究即是透過一致性理論來觀察吸菸者與其所喜好的香菸品牌間之關係，並輔以Aaker，J的品牌人格理論做為觀察面向。最後在本研究架構上將吸菸動機及吸菸行為一併納入其中討論。 根據本研究對吸菸行為的觀察，認為吸菸行為是一種社會性行為，因此決定探討自我概念的三個面向，分別為真實自我、理想自我、及社會自我。自我概念及品牌人格的測量，則同時使用Aaker（1997）的品牌人格量表測之。 研究結果發現：自我概念與品牌人格越趨同者，確實較自我概念與品牌人格不趨同者，會對品牌產生較好的態度。並且三個面向的自我概念在皮爾森分析下皆與品牌態度呈正相關，最後再經由迴歸分析後得知具有預測能力的變數則是理想自我。 吸菸動機對品牌態度也同時具有影響力，但較理想自我概念一致性來得弱。而吸菸行為則是發現使用頻率與理想自我概念一致性有不相上下的正向影響力；而菸齡在檢測上則是發現對品牌態度呈現負向影響；最後每日吸菸量對品牌態度則是毫無影響力。

本研究旨在透過量化研究的方式，探究國小高年級學童知覺的教師教學風格類型與數學學習情緒、學習動機之間的關係。於研究歷程中，擇定台北市、新北市國小高年級學童共計872人為研究對象，採用教師教學風格量表、數學學習情緒量表、數學學習動機量表為評量依據，蒐羅研究資料，進而輔以描述統計與分析、卡方考驗、獨立樣本t考驗、皮爾遜積差相關分析、多元迴歸分析等統計方法進行結果分析。本研究之主要發現如下： 1.國小高年級學童知覺的教師教學風格類型以學習者中心型居多，教學者中心型次之。 2.國小高年級學童在數學學習情緒中之正向活化情緒與負向活化情緒兩方面的感知度同樣強烈，但正向活化情緒略高於負向活化情緒。 3.國小高年級學童在數學學習動機之動機涉入概念方面，以「堅持」之得分最高，「工作選擇：挑戰性」居次，「工作選擇：取悅他人」最低；而在行動控制策略方面，「情境控制」之平均得分略高於「他人控制」。 4.不同性別之高年級學童知覺的教師教學風格類型有顯著差異。 5.不同教師性別之高年級學童知覺的教師教學風格類型有顯著差異。 6.不同性別之高年級學童在正向活化情緒方面有顯著差異，且男生的感受度會較女生強烈。 7.不同性別之高年級學童在負向活化情緒方面有顯著差異，且女生的感受度會較男生強烈。 8.不同教師性別之高年級學童在正向活化情緒方面無顯著差異。 9.不同教師性別之高年級學童在負向活化情緒方面無顯著差異。 10.不同性別之高年級學童在動機涉入概念方面之「工作選擇：挑戰性」與「工作選擇：取悅他人」層面有顯著差異，且男生得分會顯著高於女生。 11.不同性別之高年級學童在動機涉入概念方面之「堅持」層面並無顯著差異。 12.不同性別之高年級學童在行動控制策略方面之「情境控制」與「他人控制」層面皆有顯著差異，且女生得分顯著高於男生。 13.不同教師性別之高年級學童在動機涉入概念方面之「工作選擇：挑戰性」、「工作選擇：取悅他人」、「堅持」層面皆無顯著差異。 14.不同教師性別之高年級學童在行動控制策略方面之「情境控制」與「他人控制」層面無顯著差異。 15.教師教學風格與負向活化情緒之間未有顯著相關性。 16.教師教學風格與正向活化情緒之間存有顯著負相關。 17.高年級學童在正向活化情緒方面的得分與動機涉入概念的三個面向皆有顯著正相關。 18.高年級學童在正向活化情緒方面的得分與行動控制策略的二個面向皆有顯著正相關。 19.高年級學童在負向活化情緒方面的得分與動機涉入概念之「工作選擇：取悅他人」層面有顯著正相關，與「工作選擇：挑戰性」、「堅持」兩層面之得分則未存有顯著相關性。 20.高年級學童在負向活化情緒方面的得分與行動控制策略的二個面向皆有顯著正相關。 21.高年級學童知覺之教師教學風格與動機涉入概念中的「工作選擇：挑戰性」、「堅持」兩個層面存有顯著負相關，但與「工作選擇：取悅他人」層面無顯著相關性。 22.高年級學童知覺之教師教學風格與行動控制策略中的「情境控制」和「他人控制」兩個層面皆存有顯著負相關。 23.數學學習情緒對教師教學風格與數學學習動機的關係有顯著的中介效果。 最後，依據研究結果進行討論，並針對教育工作者、父母、未來研究者提出 具體建議，供後續實務工作及研究參酌。 / This study aims to explore the relationship between teacher’s teaching styles perceived by elementary school higher-grade students, and emotions and motivations in math learning by the method of quantitative research. Samples of the study are 872 elementary school higher-grade students in Taipei city and New Taipei city; the data are gathered by the scores evaluated through teaching styles scale sheet, emotion scale sheet for math learning, and motivation scale sheet for math learning, in addition, the data are further analyzed by descriptive statistics, chi-square test, independent- samples t test, Pearson product-moment correlation analysis, and multiple regression analysis; the results of the study are as follows: 1.The majority of the teachers’ teaching styles perceived by the students are the learner-oriented styles; the second high is the teacher-oriented styles. 2.The students have equal strong perceptions on the activation of positive emotions and negative emotions; however, the level of positive motions is slightly higher than that of negative emotions. 3.On the motivational engagement of the students on math learning, the students earn the highest score in “insistence”, the second high, in “choosing challenging works”, the lowest, in “choosing pleasing works”; on action control strategy, the students earn slightly higher score in “environment control” than in “people control”. 4.Gender of the students significantly influences their perceptions on the teaching styles. 5.Gender of the teachers influences the teaching styles perceived by the students. 6.Gender of the students significantly influences their activation of positive emotions and boys perceive the activation stronger than the girls do. 7.Gender of the students significantly influences the activation of negative emotions and girls perceive the activation stronger than the boys do. 8.Gender of the teachers does not significantly influence the activation of positive emotions of the students. 9.Gender of the teachers does not significantly influence the activation of negative emotions of the students. 10.Gender of the students significantly influences their motivational engagement on the aspects of “choosing challenging works” and “choosing pleasing works”, and boys earn higher scores than girls. 11.Gender of the students does not significantly influence their motivational engagement on “insistence”. 12.Gender of the students significantly influences their choosing of strategy of action control on the aspects of “environment control” and “people control”, and girls earn high scores than boys. 13.Gender of teachers does not significantly influence the students’ motivational engagement on the aspects of “choosing challenging works”, “choosing pleasing works”, and “insistence”. 14.Gender of the teachers does not significantly influence the students’ choosing of strategy of action on the aspects of “environment control”, and “people control”. 15.The teachers’ teaching styles are not significantly correlated to the activation of negative emotions. 16.Teachers’ teaching styles are significantly correlated to the activation of positive emotions. 17.The scores of the students in the activation of positive emotions are significantly positively correlated to the three aspects of motivational engagement. 18.The scores of the students in the activation of positive emotions are significantly positively correlated to the two aspects of action control. 19.The scores of the students in the activation of negative emotions are significantly positively correlated to the aspect of “choosing pleasing works” of motivational engagement; the scores, are not significantly correlated to the aspects of “choosing challenging works”, “and “insistence”. 20.The scores of the students in the activation of negative emotions are significantly positively correlated to the two aspects of action control. 21.The students’ perceptions of teachers’ teaching styles are significantly negatively correlated to the aspects of “choosing challenging works”, and “insistence” of motivational engagement; however, the perceptions are not significantly correlated to the aspect of “choosing pleasing works”. 22.The students’ perceptions on teachers’ teaching styles are significantly correlated to the aspects of “environment control” and “people control” of action control strategy. 23.The emotions in math learning have significant mediating effect in the relationship between teaching styles and motivations in math learning. In addition, the results of the study may serve as a reference for future studies and as practical suggestions for teachers and parents.