寬頻網路發展的日趨成熟，讓即時通訊成為許多網路族開機後必使用之軟體，本研究乃運用「使用與滿足」理論，探討即時通訊使用者的使用動機、使用行為、使用滿足，以及三者之間的關係。 經由資料分析發現，使用者在使用即時通訊上，有三大使用動機因素，分別為「同儕交流動機」、「新奇娛樂動機」、「生活便利動機」；有三大使用活動因素，分別為「影音導向活動」、「訊息導向活動」、「文件導向活動」；有三大使用滿足因素，分別為「情緒管理滿足」、「關係維繫滿足」、「問題解決滿足」。本研究以使用動機因素為基礎，將樣本資料進行集群分析，結果獲得三大使用族群：「無的導向群」、「交際導向群」、「功能導向群」，再以統計檢定三大族群在「人口變項」、「使用行為」、「使用選擇」及「使用滿足」上的特徵差異描述。本研究亦發現即時通訊的兩大主流為MSN、Yahoo，兩者之使用人數即佔了有效樣本98.7%。 本研究的結果發現，三大族群在「使用動機」、「使用行為」上均有顯著的差異，但在「使用選擇」上則無顯示出特別的選擇偏好；三大族群的「使用動機」、「使用行為」與其「使用滿足」均有正向的關係，亦即是使用動機、使用行為表現得愈強烈，其所獲得之使用滿足也就愈強烈；另外，三大族群中選擇使用MSN、Yahoo的使用者，在「使用滿足」上亦呈現出不同的滿足情形。

本研究旨在探討國軍人員參與「碩士專班及碩士學分班」在職進修動機與自我效能及工作績效之關係，根據文獻回顧與推論，本研究主張國軍人員參與在職進修的動機會影響到個人的自我效能，並進一步影響其工作績效。根據此一概念，本研究共提出五個假說並進行實證的分析驗證。 研究方法主要是以問卷調查法為主，問卷的編制是以文獻探討與研究假說所形成之研究架構為依據。以便利抽樣之方式針對北區國軍在職進修人員寄發問卷，總共發出200份，回收有效問卷151份，回收率為79.50%。 研究結果顯示，國軍人員參與在職進修之動機會影響進修者之自我效能與工作績效。其中進修動機為「追求成就」、「成長認知」、「專業發展」、「社交關係」及「外界期望」等五個層面得分愈高者，其學習自我效能及工作績效表現也愈高，另外，本研究亦發現在職進修的動機具有多元取向且動機取向間互有關係。 由於目前國內針對國軍人員參與在職進修的動機、學習自我效能與個人工作績效之相關研究尚屬少見，因此本研究結果除了可以提供國軍推動終身學習政策的實務參考外，對自我效能與學習動機的理論發展，也提供了具體之建樹。 關鍵字：國軍人員、在職進修、進修動機、自我效能、工作績效 / The purpose of this research is to probe the relationship among learning motivation, self-efficiency and job performance for military officers who participate in the in-service learning program of master degree or related credit class. Based on the literature review and theoretical inference, this research argues that learning motives of participant will influence learning self- efficiency and, further more, his or her job performance. Accordingly, this research proposes and tests five hypotheses by way of field data. The research methodology is mainly the survey approach and the design of questionnaire is according to the research framework based on the literature and hypotheses. By convenience sampling approach, 200 questionnaire mails were sent to the military officers in northern part of Taiwan and 151 effective questionnaires were received with the valid response rate of 79.50%. The result shows that the learning motivation of program participant has significant impact on self-efficiency and job performance. Among these motivations, the higher of ‘pursuing achievements’, ‘growing recognition’, ‘professional development’, ‘social relationship’, and ‘external expectation’, the higher of self-efficiency and the better of job performance. Furthermore, the study also finds that the learning motivations are multifaceted and correlated with each other. At present, it is rare to study the relationships among learning motivation, self-efficiency, and job performance about military officers. The result of this study, therefore, offers a meaningful mirror for military department to consider the improvement of life-learning program. In addition, this study makes a great contribution in terms of the theories about learning motivation and self-efficiency. Key word: military officers, in-service learning, learning motivation, self-efficacy, job performance

現今國中學生寫作動機與作文品質不佳是國內普遍的現象，而學校是國中學生的主要學習場所，因此本研究的探討旨趣在於瞭解校園中的三個主體：學生、同儕與教師，即文化資本、同儕互動以及內化判準，與國中學生寫作動機以及作文品質間的關係；並進一步瞭解國中生的文化資本、同儕互動、內化判準對寫作動機的預測情形以及前述四者對作文品質的預測情形。 本研究以163位國中二年級學生為研究對象，研究工具包括：研究者自編的「文化資本量表」、「同儕互動量表」、「內化判準量表」、「寫作動機量表」以及「作文評定量表」。此外，本研究以因素分析、信度分析、t考驗、單因子變異數分析、皮爾遜積差相關分析、典型相關分析以及多元迴歸分析進行量表與研究假設的驗證。 研究結果顯示： 1.當國中生擁有愈多的文化資本，其寫作動機也會愈高；而國中生擁有的文化資本多寡，與其作文品質無明顯的關係存在。 2.當國中生與同儕的互動頻率愈高時，會有愈高的寫作動機，且會有愈良好的作文品質。 3.當國中生對寫作判準的認同程度愈深時，會有愈高的寫作動機，且其作文品質會愈良好。 4.當國中生的寫作動機愈高時，其作文品質也會愈良好。此外，當國中生的寫作訊息性動機愈高時，其作文中也會有愈良好的新穎性表現；而國中生的寫作內在動機與控制性外在動機對作文中的新穎性表現沒有顯著的影響。 5.國中生已認同判準以及文化資本能顯著預測國中生的寫作動機，且國中生已認同判準是最主要的預測變項。 6.國中生已認同判準、訊息性外在動機以及同儕互動能顯著預測國中生的作文品質，且國中生已認同判準是最主要的預測變項。 為促成國中學生寫作動機以及作文品質之有效提升，本研究最後根據研究結果，對國民中學與國中教師提出幾點實務上之建議： 1.國中校園應多提供豐富的語文物理環境，並鼓勵學生多加運用；此外，鼓勵學生多參與多元的活動，累積生活經驗。 2.鼓勵國中同儕間建立分享的寫作學習社群，並積極地和同儕討論生活見聞。 3.協助學生掌握寫作領域中的批判性原則與標準。 4.著重國中生之寫作訊息性外在動機以及內在動機的培養。 並從研究議題與研究設計兩方面提出建議，作為後續研究之參考。 關鍵字：文化資本、同儕互動、內化判準、寫作動機、作文品質 / Low writing motivation and inferior composition quality has been a general phenomenon for current junior high students. In view of school as the main learning field, this research is to investigate how writing motivation and composition quality are related with cultural capital, peer interaction as well as writer’s internalized criteria, how the writing motivation is predicted by cultural capital, peer interaction as well as writer’s internalized criteria, and how the composition quality is predicted by cultural capital, peer interaction, writer’s internalized criteria and writing motivation. There are 163 students of grade 8 joining in this research. Five self-reported questionnaires, which are “cultural capital scale”,“peer interaction scale”,“writer's internalized criteria scale”, “writing motivation scale” and “composition quality scale” , designed by the researcher, were utilized to measure each variable respectively. Factor analysis, Cronbach alpha, t-test, ANOVA, Pearson relation coefficient, canonical correlation analysis and multiple regression were conducted to validate the questionnaires and verify the hypotheses. The results were as follows: 1. The more cultural capital, the higher the writing motivation were. However, cultural capital was not related with composition quality. 2. The junior high students, who interacted with classmates more frequently, have higher writing motivation and better composition quality. 3. The more important students identified the writing criteria, the better composition quality were. 4. When students owned higher writing motivation, their compositions also have better quality. Besides, when students have higher informational extrinsic motivation, their compositions were found more novel. However, neither of the intrinsic writing motivation nor controlling extrinsic motivation impacted the novel performance. 5. Both identified writing criteria and cultural capital were able to predict writing motivation significantly, the former variable is the most important one. 6. Composition quality was able to be explained by identified writing criteria, information extrinsic motivation and peer interaction significantly. Identified writing criteria is the most important variable among them. Based on our results, several suggestions were raised for the practical application of teachers. 1. The campus should be generated as an abundant linguistic surroundings and the school should encourage students to utilize those resources more frequently. Besides, school should inspired students to participate the various activities so as to enrich the living experiences. 2. The writing community should be encouraged to establish for sake of share of learning experience. The discussion regarding living experiences among classmates should also be promoted. 3. To help the students mater the critical principles and standard in writing field. 4. To generate both intrinsic and informational extrinsic motivation for junior high students. Keywords: cultural capital, peer interaction, writer's internalized criteria, writing motivation, composition quality

本研究運用PISA 2003資料庫為例，說明數學焦慮之認知與情意，如何影響學生數學內在動機、自我概念與成就的機制。本研究的研究對象，為香港十五歲學生，並採取整列剔除法（listwise deletion）刪除作答不全的缺失值與極端值，共計取得有效樣本為4,397人，其中男生2,168位，女生2,229位。研究結果顯示：第一、數學焦慮之認知與情意模式獲得驗證；第二、數學焦慮之認知與情意除了直接影響數學成就之外，還能經由數學內在動機與自我概念，對數學成就產生間接影響。 / The purpose of the present study was to assess the influence of mathematics anxiety (including the cognitive and affective dimensions), mathematics intrinsic motivation, and mathematics self-concept on mathematics achievement. Participants were 4,397 9th-grade students from Hong Kong who attended PISA 2003 study. The results of confirmatory factor analyses supported the theoretical distinction between cognitive and affective dimensions of mathematics anxiety. The analysis of structural equation modeling confirmed that the cognitive and affective dimensions of mathematics anxiety can predict mathematics achievement through the mediating effect of mathematics intrinsic motivation and mathematics self-concept.

本研究旨在探討研究生的希望信念、師徒功能、意義建構、學術熱情與情緒調節間的互動關係，以及這些變項對學術動機的影響。本研究以台灣地區公、私立研究所1028位研究生為研究對象，其中包含366位男性、662位女性。研究工具包括希望量表、師徒功能量表、意義建構量表、學術熱情量表、情緒調節量表與學術動機量表。本研究採用單因子多變量變異數分析與潛在變項模式分析進行資料分析。研究發現陳述如下： 一、 以希望信念、師徒功能與意義建構為自變項、以學術熱情與情緒調節能力為中介變項、以學術動機為依變項所建構的路徑模式獲得支持。亦即學術熱情與情緒調節能力會直接影響學術動機；希望信念、師徒功能與意義建構能力則會透過學術熱情與情緒調節能力間接影響學術動機。 二、 參與研究生具有希望信念、知覺到良好的師徒功能、具備意義建構與情緒調節能力、擁有學術熱情與動機。 三、 男性研究生的學術動機高於女性研究生。 四、 已畢業之碩士生的希望信念、所知覺到的師徒功能與意義建構能力均優於全職碩士生。 五、 博士生的希望信念、所知覺到的師徒功能、意義建構能力、學術熱情、情緒調節能力與學術動機皆優於碩士生。 六、 教育學院研究生之希望信念與學術熱情皆高於工學院研究生。 最後，根據本研究主要發現提出若干意見，以提供相關單位與人員在教育以及學術研究上之參考。 / The main purpose of this study was to explore the interactive relationships of graduate students’ belief in hope, perceived mentoring function, ability of meaning making, academic passion, and ability of emotion regulation, and further, how these variables might influence their academic motivation. The participants in this study were 1028 graduate students in Taiwan. Among the participants, 366 were males and 662 were females. Moreover, the employed instruments included the Inventory of Hope, the Inventory of Mentoring Function, the Inventory of Meaning Making, the Inventory of Academic Passion, the Inventory of Emotion Regulation, and the Inventory of Academic Motivation. The collected data was analyzed by one-way MANOVA and SEM. The main findings of this study were as follows: 1. The graduate students’ academic passion and ability of emotion regulation had direct effects on their academic motivation; moreover, the graduate students’ belief in hope, perceived mentoring function, and ability of meaning making had indirect effect on their academic motivation via academic passion and ability of emotion regulation. 2. The graduate students had an above-average level of belief in hope, academic passion, and academic motivation. Moreover, they perceived good mentoring function and had good ability of meaning making as well as emotion regulation. 3. Males had stronger academic motivation than females. 4. Graduated students had stronger belief in hope, perceived better mentoring function, and had better ability of meaning making than full-time students. 5. Doctoral students’ belief in hope, perceived mentoring function, ability of meaning making, ability of emotion regulation, academic passion, and academic motivation were better than those of master students. 6. Graduate students in College of Education had stronger belief in hope and academic passion than those in College of Engineering. Finally, the researcher proposed a few suggestions for education and academic research.

在過去研究犯罪經濟學的理論文獻上，失業率對各犯罪類型的影響為正向關係，但在實証文獻上的研究發現，卻有愈來愈多的証據支持此二個變數間的負向或無關係。為了解釋上述正向與負向間相反的矛盾關係，本篇論文嘗試利用兩種模型(非參數與非參數模型)與兩種效果(機會效果與動機效果)來解釋此二變數間的關係，此亦是本論文主要貢獻。其中機會效果是用以解釋失業率與犯罪間的負向關係，動機效果則用以解釋正向關係。在非參數模型中，利用失業率為景氣循環的代理變數，發現失業率與竊盜間存在正向關係，此與大多實証研究相符；失業率則和妨害風化與殺人犯罪間呈現負向相關；失業率與傷害罪間則沒有明顯正負關係。研究亦顯示，不同的犯罪類型在不同的參數模型下，統計的顯著性亦有不同，而在不同年齡層(青少年與成年人)的犯罪模型則更與理論模型結論相符。 / According to the theoretical literature on criminal economics, unemployment rate tends to be positively correlated to all types of crimes. However, more and more empirical evidence suggests otherwise. In order to clarify the relationship, this study exploits both nonparametric and parametric models and considers two effects, including opportunity and motivation effects. The presence of the opportunity effect leads to be a negative correlation between unemployment rate and crimes, while the presence of the motivation effect gives a positive correlation. Under nonparametric model where unemployment rate is used as a proxy for business cycles, we only found that there is positive correlation between unemployment rate and robbery, while obscenity and homicide are found to be negatively correlated with unemployment rate. This is in line with most empirical studies. Little correlation evidence is found for unemployment and other types of crimes. Under parametric model, the study indicates that the statistical significance differs in models, and depends on crime variable used. We found more consistent results with theoretic models for the age groups (teenagers and adults).

本研究主要探討我國企業對產品責任保險需求之原因，分別以四個構面來分析企業對產品責任保險的需求。包括企業經營動機、公司背景資料、產品安全風險管理與上市公司財務特性等四方面來探討企業的投保動機。本研究以我國上市公司為樣本，共計發放440份問卷，並以回收的90份問卷進行Logistic迴歸及複迴歸之實證分析。 研究結果發現，企業交易對象(買方)的要求、產品風險理財因素和產品市場行銷因素為影響上市公司投保產品責任保險之決定因素，呈顯著正向關係。另外，當上市公司過去曾發生過產品損害事件時，對產品責任保險之需求愈高；而且當公司的產品銷售本國地區、美加地區或同時銷售國內外地區時，對產品責任保險需求愈高。至於產品安全風險管理與產品責任保險需求之間的關係，實證結果顯示二者為互補關係，此與Ehrilich and Becker(1972)的理論假設一致。除此之外，本研究發現當公司規模愈大、產品銷售量愈大、負債對業主權益比率愈高以及公司無長期負債時，其對於產品責任保險的需求愈高。此外，當上市公司的財務危機成本愈高以及所面臨的損失頻率與幅度愈大時，其對於產品責任保險需求愈高。 / This paper investigates the corporate demand for product liability insurance in Taiwan. The motivations to purchase product liability insurance can be categorized into four groups, business operation incentive, features of the firm, product safety management, and financial management. The decision of insurance is analyzed based on the logistic model and multivariate regression models with a sample of 90 publicly traded companies in Taiwan. The empirical results of this study indicate that customers’ requests, product risk financing, and product marketing are the determinants for companies to buy product liability insurance. Further, the companies with previous experience of product liability losses have higher product liability insurance demand. Those companies selling their products to North America and Taiwan will purchase more product liability insurance. Moreover, the empirical evidences suggest significantly positive correlation between product safety management and product liability insurance demand, which is consistent with Ehrilich and Becker (1972) that market insurance and self-protection are complements. The results also show that the firm will purchase more product liability insurance when it has larger firm size, greater product sales, higher debt to equity ratio, and no long term debt.

本研究旨在探討中華育幼機構兒童關懷協會(CCSA)結合企業進行募款之募款策略、募款合作模式與募款合作關係。非營利組織與企業結合的合作夥伴關係，可創造更多的社會福利，亦是政府仰賴的重要夥伴。發展跨組織的合作關係，讓社會資源被充分運用，藉以順利推動各種社會計畫方案。本文透過文獻分析與深度訪談的方式，呈現中華育幼機構兒童關懷協會在實務運作上與企業進行募款合作之策略、模式與合作關係所反映之特色與問題，嘗試提出對個案及後續研究之建議與改進之道。 本研究個案選擇對象係以關懷失家兒童之中華育幼機構兒童關懷協會為主，探討該協會與企業合作募款之實務經驗，對於其他領域的非營利組織難以含括全貌，因此，未來尚須進行更廣泛之研究與探討。然本研究探討非營利組織結合企業進行募款，跳脫雙方贊助與受領導的傳統關係，藉由個案豐富的實務經驗分析，嘗試提出非營利組織結合企業募款合作具體之道、可運用的募款合作模式、募款合作關係的經營及合作所創造的社會影響與價值。

近年來，許多公司面臨需要透過資訊科技來獲取競爭優勢。各產業對於資訊系統的要求越來愈多，促使資訊系統的開發工作越加複雜，而使得成功完成資訊系統的開發變的日益困難。 軟體工程協會指出軟體能力成熟度整合模式(Capability Maturity Model Integration, CMMI)強調軟體開發需要追求開發程序的改善與程序的最佳化。透過程序的改善以降低軟體開發專案失敗的機率。根據創意的定義，資訊系統開發程序的改善是團隊創意的表現。 目前少有研究從創意的觀點探討資訊系統開發程序的改善。根據社會認知理論指出效能信念是解釋行為/產出的關鍵元素。學者們也證明創意自我效能對於創意的重要性。到目前為止，效能與創意的連結僅限於個人層次的研究。因此，本研究將以資訊系統開發程序改善為研究情境，進行集體效能與創意文獻的連結，提出資訊系統開發團隊集體創意效能之概念，並探討集體創意效能的前置因素與了解干擾集體創意效能形成的因素。 本研究採用部分最小平方法 (Partial Least Squares)，分析98組開發資訊系統的學生團隊與61組開發資訊系統的業界團隊資料，以驗證研究模型。結果指出在學生團隊方面，團隊知識程度、成就動機、團隊知識整合能力會正向影響集體創意效能的形成；團隊互動程度會干擾團隊知識程度與集體創意效能的關係、專案複雜度會干擾團隊知識程度與集體創意效能的關係以及干擾團隊知識整合能力與集體創意效能的關係。在業界團隊方面，團隊知識程度、成就動機、團隊知識整合能力會正向影響集體創意效能的形成；團隊互動程度會干擾團隊知識程度與集體創意效能的關係、專案複雜度會干擾團隊知識程度與集體創意效能的關係、成就動機與集體創意效能的關係以及團隊知識整合能力與集體創意效能的關係。此外，本研究亦探討在不同專案複雜度的情境中，影響集體創意效能之前置因素。 / Numerous companies have recently employed information systems to obtain a competitive edge. The demand for many new and different information system (IS) applications has increased the scope and complexity of IS developing. Developing successful IS projects became difficult. Software Engineering Institute proposed Capability Maturity Model Integration (CMMI) that emphasized process optimization of software development. The improvement in software process can reduce the probability failure in development software. According to the definition of creativity, the improvement in software process is team creativity. However, there are few studies which discuss the issues about systems development process improvement from creative perspective. According to the social cognitive theory, efficacy is a key factor for interpreting behavior/products. Scholars demonstrated that creative self-efficacy is important to creativity. Previous researchers which studied the potential link between efficacy and creativity are focus on individual level. Thus, this study combined the literatures of collective efficacy and team creativity to propose a new construct (Collective creative efficacy, CCE) for information systems development teams, and explore the influences and moderators for CCE. 98 student project teams and 61 industry project teams are surveyed. Partial least squares (PLS) results demonstrate that team knowledge, achievement motivation and knowledge integration ability positively influenced CCE, team interaction positively moderated the relationships between team knowledge and CCE, and project complexity negatively moderated the relationships between team knowledge and CCE, and the relationships between knowledge integration capability and CCE in both samples. Project complexity positively moderated the relationships between achievement motivation and CCE in the model of industry project teams. An attempt is also made to understand the antecedents of CCE in different project complexity.

教育現場第一線面對學生的教師是培育創造性人力資源的重要舵手，探究複合性人格特質與教學內在動機對於教師創造力的影響，將有助於更清楚的瞭解教師教學創造力從何而來。 本研究以台灣北、中、南、東等地區共計599位公立國民中學（包含完全中學國中部）教師作為研究對象，並透過量化研究的問卷調查法來探究國中教師複合人格特質、教學內在動機與教學創造性轉化之關係。研究工具有：研究者自編的「工作紀律量表」及研究者修訂的「樂觀量表」、「悲觀量表」、「教師玩興量表」、「教學內在動機量表」與「教學創造性轉化行為量表」。本研究以因素分析、信度分析、皮爾遜積差相關及多元迴歸法進行量表與研究假設的驗證。 研究結果顯示： 1、現今國中教師樂觀、悲觀分數都偏高，越樂觀則教師的創造性轉化表現越好，越悲觀則教師的創造性轉化表現越差；樂觀、悲觀的程度能夠有效預測教師的創造轉化表現；然而悲觀程度越高，則越不利於教師「理論學習到實務應用」的轉化表現。 2、現今國中教師玩興、工作紀律分數都偏高，越有玩興或越有工作紀律的教師，則越能在教學創造性轉化上有好的表現；玩興、工作紀律能夠有效預測教師的創造轉化表現；然而在「理論學習到實務應用」的轉化表現上，玩興的影響力顯著地大於工作紀律，但是到了「實務應用到個人作品」的轉化表現時，玩興與工作紀律卻變得同樣重要。 3、現今國中教師對教學工作都還是具有熱忱的，而教學內在動機越高教師的創造性轉化表現也會越好。 4、教師樂觀、悲觀與教學內在動機能夠顯著地預測教師「理論學習到實務應用」與「實務應用到個人作品」的創造轉化表現；縱使內在動機皆為主要的預測變項，但尤在「理論學習到實務應用」轉化階段，越悲觀則轉化表現會越差。 5、教師玩興、教學內在動機能夠有效地預測教師「理論學習到實務應用」的創造轉化表現，工作紀律在此階段並無功用；到了「實務應用到個人作品」的轉化階段時，內在動機固然同樣重要，但工作紀律的影響力則大過於玩興。 最後，根據本研究之主要發現提出建議，以供相關單位、教師甄試選才及未來相關研究參考。