在高工時的社會下，工作對於生活的比重愈來愈高，工作意義感對個人的重要性也與日俱增，因此，如何提升員工的工作意義感便成為了企業組織需面對的課題。過往探討工作意義感的研究顯示，除了工作特徵外，人際互動亦會對工作意義感有所影響，其中又以領導行為對於部屬工作意義感的型塑具有關鍵的重要地位。然而，對於領導行為的影響歷程，目前卻較少有量化的實徵研究出現，尤其是作為普遍於華人文化中的領導風格，家長式領導如何影響部屬的工作意義感，對華人企業主管在管理上更是格外重要。有鑑於此，本研究立基於社會訊息處理理論，探究家長式領導對於部屬工作意義感的影響，並探討工作目的與正向自我的中介效果。透過兩階段問卷施測，共收集190份有效問卷。研究結果發現仁慈領導能顯著預測工作意義感，而正向自我與工作目的在其中的中介作用則獲得部分支持。最後針對研究結果進行討論，說明理論貢獻、管理意涵、研究限制及未來研究方向。 / In modern society, employees are working longer hours than ever before. Therefore, finding meaning of work is important to employee today, and how to contribute to the perceived meaningfulness of work become a critical issue for every enterprise to face. This research model based on social information processing theory offers a theoretical approach for examining the causal effects of paternalistic leadership, a prevalent leadership style in Chinese business organizations, and the mediating role of work purpose and positive self-perceptions on subordinate meaningfulness of work. Using data form Taiwanese firms including 190 employees, results from structured equation modeling techniques supported partly our hypothesized model. Overall, this study supports and adds to the range of positive self-perceptions effects associated with paternalistic leadership and are suggestive of interventions that organizations can make to improve work meaningfulness of workers. Implications for the theory and practice of leadership are discussed.

本研究旨在瞭解幼兒家長對 M-learning 的使用意願和影響其使用意願的主要 因素，同時了解不同背景之幼兒家長對於M-learning 使用意願的差異以及不對於M-learning 使用意願影響因素的調節效應；藉由以上的探究，瞭解幼兒家長在當今時代全新的學習方式之下對於幼兒教養和親職教育的需求，為未來的Mlearning內容提供者與設施設備開發提供參考。 本研究根據幼兒家長的特點和 M-learning 的特性，以科技接受模式、計畫行 為理論、動機模型、整合性科技接受與使用理論為理論依據，延伸出知覺有用性、 知覺易用性、知覺趣味性和知覺行為控制四個因素作為自變項；以性別、年齡、 社經地位三個因素為背景變項，以使用意願為依變項發展出本研究之研究架構。 本研究採用立意取樣問卷調查法，以大連市某3 間幼兒園所之幼兒家長為研 究對象，共回收469 份問卷，剔除無效問卷36 份，共回收433 份有效問卷，有 效回收率為92.3%；調查所得資料以描述統計、線性回歸分析、單因子變異數分 析等統計方法進行分析。本研究獲得之結論如下： 一. 在功能與特性上，微信公眾號與Facebook 的粉絲專頁相似，微信朋友圈與 Line 的動態消息相似； 二. 知覺有用性、知覺易用性、知覺趣味性以及知覺行為控制均對幼兒家長使用 M-learning 意願有顯著正向影響； 三. 不同背景變項 (性別、年齡、社經地位)的幼兒家長對於M-learning 知覺有用性、知覺易用性、知覺趣味性以及知覺行為控制與M-learning 使用意願關係間存在不同的調節效應； 四. 知覺有用性、知覺易用性、知覺趣味性以及知覺行為控制在不同性別、年齡、社經地位之幼兒家長群體中M-learning 使用意願的預測力不同； 五. 性別和年齡對幼兒家長使用M-learning 的意願無顯著影響，社經地位對幼兒家長使用M-learning 的意願有顯著影響。

本研究目的在探討家長諮詢訓練方案對提昇輔導志工自我效能，以及改善家長教養行為的實驗成效。實驗處理為家長諮詢訓練方案，其內容以諮詢服務的觀點，結合父母效能系統訓練和焦點解決短期治療的理念與技術。研究對象以台北縣家庭教育中心的輔導志工48人（實驗組和控制組各24人），以及接受輔導志工諮詢的家長31人（實驗組18人，控制組13人），研究工具為輔導志工自我效能量表以及父母教養行為量表。資料處理採二因子混合設計變異數分析。研究結果發現，接受訓練方案之實驗組輔導志工較控制組輔導志工在自我效能有顯著的提昇；接受訓練方案之輔導志工較控制組輔導志工，其親職諮詢對父母的教養行為改善有顯著效果。本研究的結論顯示家長諮詢訓練方案確實能提昇輔導志工自我效能及有效改善家長教養行為，並據此對家庭教育中心的親職諮詢、親職教育、諮商實務和未來研究提出具體建議。 / This study aimed at examining the effectiveness of parental consultation training program applied to volunteer counselors and the indirect effect of the training program on parental nurture behaviors. Forty eight participants of volunteer counselors in Taipei Family Education Center were randomly divided into experimental and control groups.Thirty one parents received consultation service participated in this study.The measures were volunteer counselors self-efficacy scale and parental nurture behaviors scale. Analysis of the statistical data utilized two-way mixed ANOVA. Results indicated that the self-efficacy of the volunteer counselors in experimental group were significantly higher than those in control group after the training program and follow-up.The parents of experimental group in parental nurture behaviors was higher than those control group. This study demonstrates that the parental consultation training program is effective in enchancing self-efficacy of volunteer counselors and in improving the parental nurture behaviors. Suggestions regarding parental consultation, parental education, and counseling practice for family education center are proposed in the future research.

本研究以國中生基本學力測驗成績為例，採問卷調查法，以89學年度台北市四所國中之三年級學生共286人為樣本，探討學習資產對學業成績的影響。研究所稱之學習資產係指社會資產與文化資產二者之合稱，前者意指經由人際互動創造出來的教育期望、參與及人際關係等學習資源；後者則包含參與各種不同文化活動、接受文化刺激等。不同的學生具有不同的學習資產，因此對學業成績的影響各不相同，研究的目的即在探討不同種類之學習資產對學業成績的影響效果，以及不同種類學習資產相互間之關係。 主要研究發現如下數點：1.文化資產與學業成績有關，具備不同文化資產的學生彼此間學業成績有所差異，文化資產較豐富之學生成績較佳，文化劣勢之學生學業成績較為不佳；2.社會資產與學業成績有關，社會資產較豐富之學生學業成績較佳，社會資產不足學生之成績較為不佳，學生具備不同社會資產彼此間學業成績有所差異；3.學習資產多寡隨家長學歷不同有明顯差異，家長高學歷之學生，學習資產較為豐富，家長低學歷之學生學習資產較為不足，並進而影響學業成績；4.社會資產和文化資產有密切的相關，文化資產對學業成績的影響，受到社會資產的影響，文化資產需透過社會資產產生作用，二者密不可分。 分析結果發現，最明顯影響學業成績的文化資產變項為是否補習，其他文化資產變項如課外閱讀或是參與高層文化活動等則效果較不明顯。朋友成績、家長參與親師活動、學習態度及教育期望等四個社會資產變項對學業成績有顯著影響；家中手足人數及家長對子女學校生活及關心成績的影響效果較不顯著。在控制家長教育因素之後，學習資產對學業成績的影響仍然顯著。結果顯示，家長透過提供學習資產而影響子女的學業成績。綜言之，本研究發現豐富的學習資產能創造出較佳學習環境，而透過較佳的學習環境，有助於提升學生之學業成績。 根據研究結果，建議家長與子女經常進行進行關於學業方面之互動及溝通，多參與親師活動，提供充足的文化刺激，同時提高教育期望等，有助於提升學生學業成績。同時，師生間的互動及期望、教師經常與家長保持連繫及互動對學生學業成績也有正面幫助。 / Academic achievement is often used as an explanatory factor of students' future SES, though academic achievement is affected by other variables. This article attempts to investigate important factors associated with academic achievement. Using a sample of 286 junior high school students in Taipei city, we investigate the role of social and cultural capital on academic achievement. The study confirms a consistent finding of earlier research in capital theory-----academic achievement is significantly affected by social and cultural capital. Results suggest the importance of social and cultural capital in the educational process, and the involvement of parents in this regard, should be an important policy promotion. KEYWORDS: social capital, cultural capital, learning capital, academic achievement

傳統性警察勤務的發展多以其自身的想法做為考量，為使更能充分顧及並反應民眾的需求；試著從青少年學生家長的角度出發，討論有關於社區及校園的治安需求與滿意度，期望能提供警政單位對青少年犯罪預防的實際作為，以及達到與民眾的對話互動溝通。本研究依據文獻回顧及實際訪問國中老師，研擬出本研究構面，包含家長個人特質、治安需求、治安滿意度及環境知覺等四大項，並以臺北縣三重市國民中學為取樣對象，共計發出1,400份問卷予學生家長，回收之有效問卷共計588份，有效回收率為52%。本研究發現如下所示： 1.透過因素分析可將治安需求歸納出七個因素內容，並命名為學生人際互動因素、上下學安全因素、校外犯罪因素、防範偏差行為因素、社區治安因素、犯罪責任因素及實質危害事件因素等。治安滿意度也可歸納出三項因素內容，並命名為社區治安因素、犯罪預防因素及治安勤務規劃因素等。 2.運用單因子變異數分析及雪費事後檢定，將家長個人特質與治安需求進行差異分析。研究發現：家長個人特質的不同，對於治安需求的內容項目，具有部分顯著差異。 3.利用單因子變異數分析及雪費事後檢定，將家長個人特質與治安滿意度進行差異分析。研究發現：家長個人特質的不同，對於治安滿意度的內容項目，具有部分顯著差異。 4.運用單因子變異數分析及雪費事後檢定，將家長個人特質與環境知覺進行差異分析。研究發現：家長個人特質的不同，對於環境知覺具有部分顯著差異。 5.透過相關分析的結果發現：治安需求與治安滿意度對於環境知覺整體上具有顯著相關。 透過本研究的實證結果，並提出建議，包含社區的互助合作、學校硬體設施的加強及相關課程的增加、警政單位的勤務改善以及貼近民眾需求和整體治安政策等。準此，本研究應具有實務應用之參考價值。 關鍵詞：青少年學生家長 治安需求 治安滿意度 環境知覺 三重市 國民中學 / The development of traditional police duty is mostly based on polices’ thoughts to fully tell and reflect the demand of general public.This study starts from the viewpoints of parents of adolescents to discuss the security demand and satisfaction of community and school hoping to provide police and government practical ways to prevent juvenile crime, and to reach the interactive communication with general public. This study is based on the review of information and real interviews with junior-high school teachers that analyze and propose the structure of this study, which includes four big aspects: parents’ personalities, security demand, security satisfaction, awareness of environment, and etc. Furthermore, this study is instantiated from public junior high schools in San-Chong City, Taipei County. The total questionnaire surveys issued are 1400 copies to students’ parents. The retrieved valid questionnaire surveys are 588 in total, and the retrieve rate is 52%. This study has found out as below shows: 1. Through factor analysis, security demand can be attributed to 7 factors of content, and are named as: students’ interactive factor of human relationship, safety factor of going to and returning from school, criminal factor outside school, prevention from factor of deviant behavior, factor of community security, and factor of crime responsibility and factor of real harmfulness incident. Security satisfaction can also be categorized into three factors of content and are named as: factor of community security, crime prevention factor, and factor of security routine plan. 2. By the application of One-Way ANOVA and Scheffe' Method, parents’ personalities and security demand are undertaken the difference analysis. The study finds out that there is a partially obvious difference among parents with different personalities as to the content items of security demand. 3. By the application of One-Way ANOVA and Scheffe' Method, parents’ personalities and security satisfaction are undertaken the difference analysis. The study finds out that there is a partially obvious difference among parents with different personalities as to the content items of security satisfaction. 4. By the application of One-Way ANOVA and Scheffe' Method, parents’ personalities and awareness of environment are undertaken the difference analysis. The study finds out that there is a partially obvious difference among parents with different personalities as to the content items of awareness of environment. 5. Through the results of relevant analysis, it reveals that security demand and satisfaction as to awareness of environment are obviously correlative. This study provides suggestions based on the empirical results, including mutual support and cooperation in the community, the improvement on the hardware facilities in school and the increment of relevant courses, and the improvement on polices’ and governments’ routines as to comply with general public needs and the suggestions on overall security policies. Therefore, this study provides valuable reference for application of police duty. Key Words：parents of adolescents security demand security satisfaction awareness of environment San-Chong City junior-high school

本研究主要透過回溯方式探究幼兒弱勢因素、家庭社經、學前經驗、家長參與對幼兒就學準備度之影響；另，探究就學準備度對日後學習成就之影響及就學準備度對日後學習成就預測之重要領域能力，並比較弱勢及非弱勢幼兒之差異。 本研究透過問卷調查法，以弱勢幼兒為主要探究對象，以立意取樣方式選取南投縣草屯鎮及信義鄉352位三年級學童樣本回收率為71%。將教育弱勢幼兒定義為：偏遠地區、原住民、新移民子女及中低收入戶，樣本中弱勢學童占60.8%。研究工具分為三部分：(一)學童一、二及三年級學業成績，其中一年級學業成績採計五科作為就學準備度五領域之替代指標；二年級及三年級上學期成績則作為幼兒日後學習成就短及長期之替代指標。(二)兒童自評之生活適應問卷作為長期學習成就之另一替代指標。(三)透過自編之幼兒背景問卷、幼兒及小學時期家長問卷了解幼兒之基本資料及家長參與情形。本研究所使用的統計方法包含：描述性統計、交叉表分析、卡方分析、Pearson相關分析、T檢定、單因子變異數分析、線性迴歸及多元階層迴歸分析。 研究主要結論如下：(一) 弱勢因素對幼兒就學準備度有顯著之負項影響其影響可延伸至小學三年級。(二) 曾就讀幼兒園、就讀私立幼兒園對幼兒就學準備度及其日後學習成就有顯著正向影響，其影響可延伸至三年級。(三) 家庭社經、家長參與對幼兒就學準備度及其日後學習成就有顯著正向影響。(四) 就學準備度及學前因素為影響就學準備度之主要因素；弱勢因素及就學準備度為影響幼兒就學準備度及幼兒日後學習成就之主要因素。(五)弱勢幼兒就學準備度對日後短期及長期學習成就之預測力，較非弱勢幼兒高。(六) 弱勢幼兒就學準備度之數學及語文領域能力，能有效預測其日後二年級及三年級上學期之整體學業表現。(七) 非弱勢幼兒之幼兒就學準備度數學及語文領域能有效預測其二年級上學期之整體學業表現。 / The main purpose of this study is trying to figure out how disadvantaged factors, family Social Status, preschool experience and parental involvement will affect children’s school readiness and their later achievement. And try to find the connection between school readiness and later achievement, looking for the important school readiness area that can predict later achievement. Also try to compare the difference of above answers between disadvantaged and advantaged children’s. Ex-post-factor research and questionnaires investigate are used. Using purposive sampling, choosing Sinyi and Caotun 2 township of Nantou County, 352 3rd grade student are involved, and Effective response rate is 71%.There are 60.8%of sample are educational disadvantaged student. 3 main research tools are used：1. 1st grade’s academic score of 5 subject are using as the substitutes of school readiness performance;2nd grade’s academic score of all subject as substitutes of short-turn later achievement; 3nd grade’s academic score of all subject as substitutes of long-turn later achievement. 2. A children answered life adaptation questionnaire as another substitutes of long-turn later achievement.3. Using a self-edited student background and 2 parental involvement questionnaires. Data were analyzed by descriptive analysis, Crosstabs, Chi-square test, Pearson’s product-moment correlation, Spearman's rank correlation, t-test, linear regression, and multiple hierarchical regression analysis. The main finding of the study： 1. Disadvantaged factors have negative effects toward children’s school readiness and their later achievement. 2. Having the experience of preschool and going to private preschools have positive effects toward children’s school readiness and their later achievement. 3. Family social status and parental involvement have positive effects toward children’s school readiness and their later achievement. 4. Disadvantaged and preschool factors can and strongly predict children’s school readiness; disadvantaged factors and school readiness can strongly predict children’s later achievements. 5. School readiness can effectively predicts short and long-turn later achievements, and the effect is more significant on disadvantaged children. 6. Disadvantaged children’s school readiness of math and reading can strongly predict their short and long-turn later achievements. 7. Advantaged children’s school readiness math and reading can strongly predict their short-turn later achievements.