京都大学 / 新制・論文博士 / 博士(教育学) / 乙第13417号 / 論教博第177号 / 新制||教||202(附属図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 西平 直, 教授 駒込 武, 教授 高山 敬太 / 学位規則第4条第2項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

新制・課程博士 / 法学 / 博士(法学) / 甲第137号 / 181p / 一橋大学

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第17835号 / 人博第656号 / 新制||人||158(附属図書館) / 25||人博||656(吉田南総合図書館) / 30650 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 加藤 幹郎, 教授 服部 文昭, 教授 松田 英男 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(理学) / 甲第18443号 / 理博第4003号 / 新制||理||1577(附属図書館) / 31321 / 京都大学大学院理学研究科生物科学専攻 / (主査)准教授 今元 泰, 教授 高田 彰二, 教授 森 和俊 / 学位規則第4条第1項該当 / Doctor of Science / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(生命科学) / 甲第20534号 / 生博第376号 / 新制||生||50(附属図書館) / 京都大学大学院生命科学研究科高次生命科学専攻 / (主査)教授 朝長 啓造, 教授 藤田 尚志, 教授 野田 岳志 / 学位規則第4条第1項該当 / Doctor of Philosophy in Life Sciences / Kyoto University / DFAM

初期ユダヤ教の分派の一つとして誕生した原始キリスト教団は、霊・天使概念等に見られる聖書解釈、敬虔さの追及と内面化の傾向、文学的技法等の点で、初期ユダヤ教の特徴を継承していることが窺われる。その一方で、パウロとルカが行なった聖書の受容は、双方が結果的に「異邦人も神の言葉を受ける対象に含まれる」との解釈に至っていることを示しており、この点がキリスト教がユダヤ教から分岐するに至る「転換点」であったことが考えられる。 / It can be inferred that early Christianity, which began as a sect of early Judaism, inherited characteristics of early Judaism, such as Scriptural interpretations of concepts such as spirits and angels, the pursuit of piety, a tendency towards internalization, and literary techniques. However, receptions of Scripture by Paul and Luke shows that each concluded that Gentiles were included in those who can receive God’s word, and that this belief was the “turning point” at which Christianity began to diverge from Judaism. / 博士(神学) / Doctor of Theology / 同志社大学 / Doshisha University

本論文では，電力利用率向上と需給バランス調整に寄与する蓄電池付太陽光PCSの新たな制御法について検討を行い，その有効性を確認している。受電点の潮流に応じてPCSの力率を制御することで，逆潮流時には系統電圧の上昇を抑制しつつ，順潮流時には負荷への電力利用率を向上する手法を提案し，フィールド試験により有効性を定量評価した。また，受電電力の制御目標値を可変とする制御を用い目標値を最適化することで，新たな機器を付加する必要なく上げ下げのDRに対応し需給バランスを調整する制御手法を提案し，その有効性をシミュレーションおよび実機により検証した。 / 博士(工学) / Doctor of Philosophy in Engineering / 同志社大学 / Doshisha University

本研究使用PND和PEM對106篇單一受試研究進行後設分析，藉以了解實驗處理對於搗亂行為的影響效果。當研究者以原作者對於實驗處理效果的判斷作為效標時，使用PEM進行後設分析的效度是可以被接受的。本研究並分析實驗處理、研究特徵和受試者特徵與處理效果的關係，獲得下列研究結果：1.不同的實驗處理對降低搗亂行為有不同影響效果；2.研究設計、治療者身分、實驗情境、性別、受試者症狀特徵、搗亂行為種類對實驗處理效果有顯著影響。本研究建議學校人員接受有關於矯正搗亂行為的行為改變技術訓練是必要的，教師如能在教室活動中發展合適的課程和教導學生適當的溝通反應將有助於降低搗亂行為。 / A meta-analysis of 106 single-subject studies was conducted utilizing the PND and PEM approaches to investigate treatment effectiveness in reducing disruptive behavior. The validity of the PEM approach was acceptable based on original authors’ judgments of treatment effect. Variables were analyzed for covariation between treatment effectiveness and interventions, study characteristics, and subject characteristics. The following results were obtained: (a) interventions had significant influence on treatment effectiveness; (b) study design, intervenor, setting, sex, diagnosis, and target behaviors showed systematic relation to treatment outcomes. Suggestions are made that it is necessary for staff in schools to receive adequate training in treating disruptive behavior with the use of behavior modification techniques, and it is potentially useful for the reduction of disruptive behavior if teachers develop suitable curriculum and teach appropriate communicative responses in classroom activities.

新商品上市後造成流行的機率低於25%（Cooper & Kleinschmidt, 1990；Cooper, 2011），但Rogers（唐錦超，民95）的創新擴散模型實驗卻提出若早期採用者接受新商品並分享他們的創意使用價值，則能影響早期消費大眾較快且容易接受新商品且在市場上誘發流行。因此本研究的動機是希望透過資訊技術，首先確認早期採用者存在於網路族群之中，再萃取被網際網路大量資料包圍的網路早期採用者與其在新商品的創意使用價值資料，希望能夠藉此影響早期消費大眾的接受意願，並跨越他們之間的鴻溝(Moore, 1991)。 本研究目的是探討即使網路早期採用者與早期消費大眾兩者之間無實體的社會關係網絡時，網路早期採用者所創造的新商品創意使用價值，還是能夠影響早期大眾消費者購買的意願，以形成一種新型創新擴散模式。實作上是將網路早期採用者的創意使用價值，設計成廣告宣傳單直接刺激早期消費大眾，觀察新商品是否被他們接受。經過購買意願問卷回收、整理和分析消費者族群與接受程度，證實網路早期採用者的創意使用價值確實能引起早期消費大眾往高購買意願的族群移動。 再者，企業為了能夠在市場生存競爭獲勝，必須比其他同業更早挖掘出稀少且有價值的資訊幫助新商品跨越鴻溝，協助企業獲得更多的利益。雖然本研究提出的新型創新擴散模式，能提高早期消費大眾接受新商品的意願，但是在人機互動的資料分析過程中，耗費過多人力。因此本研究再根據文字探勘的IDF概念提出ICF演算法，藉以縮小決策範圍並且得到效率前緣的機會點，依然能在眾多的資料中也萃取出網路早期採用者的微弱創意使用價值，同時降低人工作業、專家主觀解讀和決策制定的複雜度的問題，得到高品質的效率方案。 / The chance for a new product to be prevalent is lower than 25% (Cooper & Kleinschmidt, 1990; Cooper, 2011). However, in Rogers’ innovative diffusion model (Rogers, 2003), he proposed that if early adopters accepted new products and shared their innovative use value with others, the early majority may accept the new products quickly and readily. First of all, this study intends to use information technology to make sure that the early adopters exist on the Internet world. Then the author tries to extract innovative use information employed by the early adopters who are surrounded by huge amount of information. Hopefully, the early majority can be affected by such measures. That is, in the process of consuming merchandise, consumers tend to build mutual affections, value, and psychological sensation. This may enable the new products to cross over the chasm between the early adopters and early majority (Moore, 1991; 1995). The purpose of this study is to explore the innovative use value created by early adopters existing on the Internet world. It is to affect the purchasing intention of the early majority when there is no social relationship network between early adopters and early majority so as to build a new innovative diffusion model. In order to achieve this, the innovative use value created in the Internet by the early adopters was designed as commercial fliers to directly stimulate the early majority. It is used to observe whether new products are accepted by the early majority. The experimental results proved that this measurement surely can move the early majority toward groups with high intention. Moreover, talking about the continuing existence of a business, one needs to find out the rare and valuable information in the early stage in order to make the new products to cross over the chasm. The new innovative diffusion proposed by this study is able to extract the innovative use value created by the early adopters in Internet. And, for the purpose of reducing manpower and contracting the weak innovative information created by the early adopters, this study was conducted by using ICF algorithm which is derived from IDF concept existing in the text mining. It is to narrow the range of policy making, gain the chance point from the effect frontier, improve the quality and efficiency when making a decision, and reduce subjective judgement made by experts, which may help decision makers to make an effective policy based on their advantage and preference, and in the end, to reduce the complexity of making a policy.

本論文主要在探討拖延行為及其相關因素，共分成以下三個研究： 研究一的目的是編製一份拖延行為量表及拖延時感受量表。在拖延行為量表方面，區分為「學業拖延量表」及「一般拖延量表」兩種。 研究二的目的是探討時間觀、成就目標與拖延行為的關係。其中，在時間觀部分，包含有「未來」、「現在快樂主義」、「現在宿命論」、「過去－正向」、「過去－負向」五種時間觀取向；而「成就目標」則分成「趨向精熟」、「趨向表現」、「逃避精熟」、「逃避表現」四種目標導向。除此之外，本研究亦針對不同性質任務的拖延情形及性別、年級、是否有兼職或打工、創新行為與拖延行為、拖延時感受的關係，進行探討。 研究三的目的是探討拖延行為、情緒調節與拖延時感受的關係。其中，情緒調節部份分成「重新評估」及「壓抑」兩種調節方式。 經由統計分析的結果，各研究有以下的發現： 研究一以大學生為對象，有效樣本277人，扣除性別漏填3人，男有88人，女有186人。經由主成份分析結果，拖延行為量表中的「學業拖延量表」、「一般拖延量表」均為單一因素的量表，並且該兩種量表在內部一致性的信度分析方面，Cronbach α值分別為.70（學業拖延量表）、.90（一般拖延量表），在效標關聯效度方面，也均與「自我概念」、「學業成績表現」呈顯著負相關（r=-.21&#12316;-.33，p<.001）。而「拖延時感受量表」經因素分析結果共得「自圓其說」、「自責後悔」、「僥倖心理」、「自我調適」、「灰心逃避」五個因素，這五個因素在內部一致性的信度分析方面，除了「自我調適」分量表（3題）的Cronbach α值為.56外，其他四個因素的α值則介於.74&#12316;.82之間。 研究二也是以大學生為對象，有效樣本541人，扣除性別漏填1人，男有193人，女有347人。利用研究一所編製的量表進行施測，結果發現無論是在學業拖延或是一般拖延上，約有50﹪以上的人認為自己的拖延情形在中間程度（五點量表，中數為3）以上；而在拖延時感受部分，人在拖延時最常出現的感受是「自責後悔」（M=3.60，SD=.70）與「自我調適」（M=3.52，SD=.65）。在不同性質任務的拖延程度上，「自己不想做但又必須做的事情」最會拖延（M=2.99，SD=.84），「自己想做也喜歡做的事情」最不會拖延（M=1.95，SD=.70）。而「性別」、「是否有兼職或打工」在拖延程度上並無顯著的差異存在；但是，在拖延時的感受部分，男生在拖延時比女生較常感到「自圓其說」，女生則比男生在拖延時較常感到「自責後悔」；「沒有兼職或打工」的人比「有兼職或打工」者在拖延時較常感到「自圓其說」。至於，拖延行為與創新行為的關係，拖延程度越高的人創新行為的表現越低；而拖延時較少感到「自我調適」，或較常感到「灰心逃避」的人，其創新行為表現也較低。 在時間觀、成就目標與拖延行為關係方面，除了時間觀中的「未來」時間觀與拖延行為呈顯著負相關（r=-41、-.47，p<.001）之外、「現在快樂主義」與「過去－負向」兩種時間觀則均與拖延行為呈正相關（r=.08&#12316;.20，p<.05），亦即時間觀越是「現在快樂主義」、「過去－負向」，越不是「未來」取向者，其拖延的情形越高。至於，成就目標與拖延行為的關係，無論是「趨向精熟」、「趨向表現」、「逃避精熟」還是「逃避表現」的目標導向，則或多或少均與拖延行為呈負相關（r=-.13&#12316;.22，p<.01）；但是，成就目標對拖延行為的影響，則因為時間觀的作用達顯著時而式微。 研究三則以研究一所編製的量表對研究二的樣本進行分析，主要想要了解情緒調節是否能作為拖延行為與拖延時感受的調節變項。應用階層迴歸分析的結果發現，基本上情緒調節與拖延行為對拖延時感受的影響並無顯著的交互作用存在。但是，若從情緒調節、拖延行為對拖延時感受的主要效果來看，兩者則分別對拖延時感受具有不同顯著的影響。以拖延行為對拖延時感受的影響來看，拖延程度越高的人在拖延時越常感到「僥倖心理」、「灰心逃避」、「自圓其說」。而以情緒調節對拖延時感受的影響來看，情緒調節越是以「重新評估」方式來調節的人，在拖延時則越常感到「自責後悔」、「自我調適」，越不會感到「自圓其說」、「灰心逃避」；情緒調節若越是以「壓抑」方式來調節的人，在拖延時則越常感到「自圓其說」。除此之外，本研究也發現，「重新評估」的情緒調節方式與學業拖延呈正相關（r=.09，p<.05），但是相關不大；而且若從時間觀與情緒調節的關係來看，「重新評估」情緒調節方式與「未來」、「現在快樂主義」時間觀呈正相關（r=.21&#12316;.27，p<.001），與「過去－負向」時間觀呈負相關（-.15，p<.001）。可見，這樣的結果與研究二中時間觀與拖延行為的關係加以對照來看，「重新評估」可能不是影響一個人是否經常學業拖延的直接原因，真正影響的是他站在怎樣的時間觀取向下來進行「重新評估」的情緒調節。 綜合三個研究結果，我們獲得以下幾個主要結論：（一）本論文所編製的學業拖延量表、一般拖延量表及拖延時感受量表，無論是在信、效度上均是可以接受的，可作為測量個體拖延程度與輔導其拖延問題的參考工具。（二）拖延已是大學校園內普遍的一種行為，而這種行為的程度並不因「性別」或「是否有兼職或打工」而有所不同；真正影響一個人是否經常拖延的原因主要與個體的時間觀取向有關，當一個人的時間觀越是傾向於「未來」時間觀，越不傾向於「現在快樂主義」、「過去－負向」的人，則越少拖延。（三）當任務是自己想做也喜歡做時，大學生比較不會拖延；相反地，當任務是自己不想做但又必須做時，大學生則比較會拖延。（四）雖然性別、是否兼職或打工在拖延行為程度上並無顯著的差異；但是，在拖延時感受的比較上，男生在拖延時比女生較常感到「自圓其說」，女生則比男生較常感到「自責後悔」，而沒有兼職或打工的學生則比有兼職或打工的學生在拖延時較常感到「自圓其說」。（五）拖延程度越高的人，在拖延時越常感到「僥倖心理」、「灰心逃避」、「自圓其說」。（六）情緒調節越是傾向以「重新評估」方式來調節的人，在拖延時越常感到「自責後悔」、「自我調適」，越少感到「自圓其說」、「灰心逃避」；而情緒調節越是以「壓抑」方式來調節的人，在拖延時則越常感到「自圓其說」。（七）拖延行為程度越高的人，其創新行為的表現也越低。 最後，本論文根據以上的研究發現，進行綜合討論與結論，並據以對學校、輔導及未來研究提出相關的綜合建議。 關鍵字：拖延、學業拖延、一般拖延、拖延時感受、創新行為、時間觀、成就目標、情緒調節。 / This dissertation mainly explores procrastination through three studies. Study 1’s objectives are to develop inventories about procrastination. The measurement instruments include academic procrastination, general procrastination , feelings when procrastinating. Study 2’s objectives are to explore relationships among time perspective（TP）, achievement goals and procrastination. The five factors of TP include future, present-hedonistic, present-fatalistic, past-positive and past-negative orientations（Zimbardo ＆ Boyd, 1999）. The achievement goal variable includes a 4-dimensional goal orientation: approach-mastery, approach-performance, avoidance-mastery and avoidance-performance（Elliot ＆ McGregor, 2001）. Furthermore, this study also investigates: a）procrastination of different tasks, b）the difference of procrastination behaviors and feelings when procrastinating based on different variables such as sex, grades, whether or not the students have part-time work, and c）relationship between procrastination and innovative behaviors（Scott ＆ Bruce, 1994）. Study 3’s objectives are to determine the relationships among procrastination, emotion regulation and feelings when procrastinating. The two forms of emotion regulation include reappraisal and suppression（Gross ＆ John, 2003）. The following are some findings based on the three studies: In study 1, the participants were 277 college students（88 males, and 186 females）.The data was analyzed using Principle Component Analysis. Results yielded the following: 1）Both academic procrastination and general procrastination were unidimensional scales. The former’s reliability was Cronbach’s alpha coefficient of .70 and the latter’s was .90. Two scales were related negatively to academic performance and self-concept（r=-.21&#12316;-.33, p<.001）. 2）Items of feelings when procrastinating were divided into five factors. These five factors were labeled as excuse-making（4 items, α=.82）, self-blame and regret（4 items, α=.74）, wishful thinking（3 items, α=.78）, self-adaptation（3 items, α=.56）, and dejection and avoidance（2 items, α=.78）. In study 2, the subjects were 541 college students（193 males, and 347 females）.All participants were measured by inventories developed in study 1. Results yielded the following: 1）More than 50﹪of students reported that their procrastination was higher than middle level. 2）People procrastinated more with tasks that they have to do but do not want to do; and less with tasks that they want to do and like to do. 3）No significant relationship was found between procrastination and sex, or whether or not the students have part-time work. However, males were more inclined to excuse themselves than females when they were procrastinating. In contrast, females were more inclined to blame themselves and feel regretful than males when they were procrastinating. Non-part-time workers were more inclined to excuse themselves than part-time workers when they were procrastinating. 4）People with higher procrastination levels tended to have lower scores of innovative behavior. 5）People with higher scores of future orientation, lower present-hedonistic TP and past-negative TP tended to have lower procrastination levels. In study 3, study 2’s participants were also part of study 3. The study primarily aimed to understand how “emotion regulation” functions as a moderator of the relation between procrastination level and feelings when procrastinating. Data was analyzed using Hierarchical Multiple Regression. Basically, we did not find the interaction between procrastination level and emotion regulation to explain variance of feelings when procrastinating. However, when examining the effects of procrastination level and emotion regulation individually, both variables significantly affected variance of feelings when procrastinating. When the analyzing between procrastination level and feelings when procrastinating, people with higher procrastination levels tended to have higher scores of wishful thinking, dejection and avoidance, and excuse-making when they were procrastinating. This indicated that the relationship between emotion regulation and feelings when procrastinating, people with higher reappraisal scores tended to have higher scores of self-blame and regret, higher scores of self-adaptation, lower scores of excuse-making, and lower scores of dejection and avoidance. Further, people with higher suppression scores tended to have higher scores of excuse-making. In addition, this study also found that emotion regulation by reappraisal was marginally related to academic procrastination（r=.09,p<.05）; but from the relationship between TP and emotion regulation, we found that reappraisal was related positively to future TP（r=.21, p<.001） and present-hedonistic TP（r=.27, p<.001）, and related negatively to past-negative TP（r=-.15, p<.001）.Therefore, in contrast with point 5 in the results of study 2 in this dissertation, academic procrastination may not be directly affected by reappraisal. In fact, the relation between reappraisal and academic procrastination was determined by one’s TP. Through the results of above three studies. From this dissertation 7 key points were concluded: 1） Reliability and validity of procrastination inventories which were developed in this dissertation were acceptable. Therefore, these inventories could be used when we want to measure one’s procrastination level and to resolve problems of procrastination. 2）Procrastination was a common behavior in campus. No significant relationship was found between procrastination level and sex, or whether or not the students have part-time work. Procrastination level was mainly affected by one’s TP. People with higher scores of future orientation, lower scores of present-hedonistic and past-negative TP tended to exhibit greater procrastination behavior. 3）People procrastinated more with tasks that they have to do but do not want to do; and less with tasks that they want to do and like to do. 4）There were differences when feelings when procrastinating were compared with different sex or whether or not the students have part-time work. Males were more inclined to excuse themselves than females when they were procrastinating. Females were more inclined to blame themselves and feel regretful than males when they were procrastinating. Non-part-time workers were more inclined to excuse themselves than part-time workers when they were procrastinating. 5）People with higher procrastination levels were more inclined to have scores of wishful thinking, dejection and avoidance, and excuse-making when they were procrastinating. 6）People with higher reappraisal scores of emotion regulation tended to have higher scores of self-blame and regret, higher scores of self-adaptation, lower scores of excuse-making, and lower scores of dejection and avoidance. People with higher suppression scores of emotion regulation tended to have higher scores of excuse-making. 7）People with higher procrastination level tended to exhibit lower scores of innovative behavior. Key words: procrastination, academic procrastination, general procrastination, feelings when procrastinating, innovative behavior, time perspective（TP）, 2×2 achievement goal, emotion regulation