本研究旨在了解國中校長正向領導與教師職場希望感的現況，教師人口變項、學校環境變項在校長正向領導以及教師職場希望感的差異情形及探討校長正向領導與教師職場希望感的關係。 本研究以問卷調查法為主。研究對象為新北市、台北市、桃園市國民中學教師，共發出835份問卷，回收率92.2%，有效樣本共770份。問卷回收後分別以信度分析、敘述統計、獨立樣本t考驗、單因子變異數分析、Pearson積差相關以及多元逐步迴歸等統計方法進行分析。根據研究結果與分析歸納之研究結論如下: 一、國中校長在整體正向領導與整體教師職場希望感方面表現為中上程度 二、國中教師人口變項中，不同性別、不同現任職務之教師知覺校長正向領導有差異。 三、國中在環境變項中，不同校長性別、不同學校規模之教師知覺校長正向領導沒有差異。 四、國中教師人口變項中，不同性別、、不同年齡、不同現任職務之教師知覺職場希望感有差異。 五、國中在環境變項中，不同校長性別之教師知覺職場希望感有差異。 六、國中校長正向領導與教師職場希望感為顯著正相關。 七、整體國中校長正向領導對於教師職場希望感有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、學校校長、教師以及未來研究之參考。

京都大学 / 0048 / 新制・課程博士 / 博士(地域研究) / 甲第20020号 / 地博第202号 / 新制||地||72(附属図書館) / 33116 / 京都大学大学院アジア・アフリカ地域研究研究科東南アジア地域研究専攻 / (主査)教授 藤倉 達郎, 准教授 片岡 樹, 教授 速水 洋子, 教授 田辺 明生 / 学位規則第4条第1項該当 / Doctor of Area Studies / Kyoto University / DGAM

摘 要 美國在國際社會中所扮演的角色，因世局的變動而轉移，由立國之初的孤立主義到積極參與國際事務，而今更躍居自由世界的領導地位，因此美國外交政策的動向自為世人所關切。而影響美國外交政策的因素很多，如民意輿論、利益團體、政黨、行政部門、國會、大眾播媒體、總統聲望等等。在美國民主自由開放的國家，大眾傳播媒體對外交政策的影響，更隨著資訊事業的蓬勃發展而加重其份量，大眾傳播媒體如何正確地向人民報導政府的外交政策，又如何將民意反映於外交政策上是一重要的工作責任。在美國外交政策制定中，大眾傳播媒體尤其有舉足輕重的影響力，因而使得民意在何種條件下，會支持或不支持行政當局的因素，在決策者做決策時倍受重視。 本研究認為，在美國未來的維持和平與人道干涉行動中，民意所扮演的角色是必要受到限制的。民意對於國際事件反應的主要來源，基本上消息是來自電視媒體，如果民眾持續對國際危機的反應，主要根據影像的傳送，則民眾的反應中只有純粹的情緒層次，而欠缺對於美國執行危機任務其中複雜與危險全盤的理性了解。在美國以民為本的民主社會中，民意對於外交決策佔有相當的影響力，政府中的決策人士亦重視民意與輿論，在民意不支持甚至反對行政當局的情況之下，容易造成美軍草率的撤軍，使任務失敗，例如此次的索馬利亞恢復希望行動（Operation Restore Hope），便可以由本論文印證。近年來，學術界有許多不同的論證探討了美國未來人道干涉的角色，但本研究著重在「探討民意與美國海外用兵兩者間的關係」，重點在研究索馬利亞個案（1992-1994）。且必須回顧美國先前的海外用兵經驗，其中最值得借鏡的是「越戰」與「波斯灣戰爭」。戰爭後期在國內輿論大力反戰的聲浪中結束的越戰，行政當局記取了在越戰的慘痛教訓，對未來美國處理海外用兵時的新聞媒體表現，予以管理，故在爾後的波斯灣戰爭中，便對當前影響民意最巨的新聞媒體，實行新聞檢查制度。 儘管美國涉入各個海外危機的理由各不相同，但行政當局與媒體和民意之間的關係，必須有良好的溝通，不但有利於軍事任務的成功達成，且可以成為一個可供日後處理海外危機的依據。

資優教育在我國行之有年，資優生的表現一直為人所關切，在時代潮流的推進下，一個抱持希望，能夠處處展現創新行為的學生為現前教育所努力的目標，在這樣的基礎下，本研究主要來探討師徒類型、師徒經驗與希望、創新行為表現的關係，以及性別、依附風格與師徒類型、師徒經驗的關係。 本研究受試對象為台灣地區高中數理生228名，藝術生(美術生、音樂生)102名，一般生509名共839名。研究工具包括「師徒發展網絡量表」、「師徒經驗量表」、「依附風格量表」、「希望量表」、「創新行為量表」，根據研究結果提出以下幾點結論： 一、在依附風格、師徒類型方面，數理生、藝術生、一般生的分佈比例沒有差別。 二、在師徒經驗方面，數理生與藝術生獲得的諮詢贊助與角色楷模高於一般生；數理生的引薦推介高於藝術生與一般生；不同學生別學生的保護協助沒有差別。 三、在希望方面，藝術生的尋求解決之道高於一般生。 四、在創新行為方面，數理生、藝術生與一般生的表現沒有差別。 五、師徒類型與師徒經驗的關係中，多元創業型的師徒經驗最豐富，守株待兔型最缺乏。 六、性別與師徒類型的關係中，數理生而言，女生從一而終型比例高於男生，男生機會主義型比例高於女生；全體、藝術生、一般生而言，沒有差別。 七、依附風格與師徒類型的關係中，全體與一般生而言，逃避型依附風格為守株待兔師徒類型者比例高於其他依附風格，安全型依附風格為多元創業師徒類型者比例高於其他依附風格；數理生、藝術生而言，沒有差別。 八、性別與師徒經驗的關係中，全體而言，女生諮詢贊助與角色楷模的經驗高於男生；一般生而言，女生諮詢贊助的經驗高於男生，男生引薦推介的機會高於女生；數理生、藝術生而言，沒有差別。 九、依附風格與師徒經驗的關係中，全體與一般生而言，安全型依附風格者各方面的師徒經驗皆高於焦慮矛盾與逃避型，且對全體而言，焦慮矛盾型依附風格的諮詢贊助又高於逃避型；數理生、藝術生而言，沒有差別。 十、師徒類型與希望的關係中，全體、數理生、一般生而言，不同師徒類型希望程度有所不同。不論成功的意志力或尋求解決之道，對全體與數理生而言，多元創業型皆優於其他師徒類型；一般生而言，多元創業型優於機會主義與守株待兔型；藝術生而言，沒有差別。 十一、師徒經驗與希望的關係中，全體、數理生、一般生而言，角色楷模與引薦推介對希望最具預測力；藝術生而言，角色楷模對希望最具預測力。 十二、師徒類型與創新行為的關係中，全體與一般生不同師徒類型的創新行為表現程度有所不同。全體而言，創意產生方面，多元創業型優於從一而終、機會主義與守株待兔型，且從一而終及機會主義又優於守株待兔型。創意實踐方面，多元創業型優於從一而終、機會主義與守株待兔型，且從一而終優於守株待兔型；一般生而言，創意產生方面，多元創業型優於從一而終、機會主義與守株待兔型，且從一而終型優於守株待兔型。創意實踐方面，多元創業型優於從一而終、機會主義與守株待兔型；數理生與藝術生而言，沒有差別。 十三、師徒經驗與創新行為的關係中，全體、數理生而言，角色楷模與引薦推介對創新行為最具預測力；藝術生而言，角色楷模對創新行為最具預測力；一般生而言，諮詢贊助與引薦推介對創新行為最具預測力。

本研究利用生命故事中自傳式理解作為媒介，探討個體自我瞭解與心理適應的關係如何於生命故事中展現，由處理層面（認知努力、處理結果）、主題內容（救贖化歷程、汙染化歷程、生發主題、共群主題）切入，探索自傳式理解的不同面向與正/負向心理適應狀態間之關聯性；另一方面，追蹤參與者一年後的心理適應狀態，探討自傳式理解能否預測未來心理適應。本研究採用生命故事訪問法進行訪問，第一年收集48名大學生之生命故事與心理適應狀態量表（希望感/憂鬱）、第二年追蹤42名大學生之心理適應狀態，將訪問內容謄為逐字稿後，針對處理層面及主題內容進行內容分析的計分。研究結果顯示：（一）處理層面中之認知努力程度雖與第一年心理適應狀態無顯著相關或解釋力，但卻對第二年憂鬱程度有顯著解釋力，換言之當個體投入越多的心力在思考自我與過往事件的關聯，則其第二年憂鬱分數越低；處理結果與第一年心理適應有顯著相關，甚至對第一年希望感有顯著解釋力，但無法有效預測第二年希望感與憂鬱分數。（二）主題內容中救贖化/污染化歷程與第一年心理適應狀態皆有顯著相關，與過往研究結果相似，迴歸分析顯示污染化歷程對第一年憂鬱有顯著解釋力，但兩者亦無法顯著預測第二年心理適應狀態；生發、共群主題與第一年心理適應狀態無顯著相關，亦無法有效預測第二年心理適應分數。最後，針對研究結果進行討論並提出臨床上的運用、研究限制與未來研究方向之建議。 / In the present research, autobiographical reasoning (AR) was used to examine the relation between self-understanding and psychological adaptation. This research focused on the process aspect (cognitive effort, process outcome), and the content aspect (redemption/contamination sequences, agency, communal) of AR to explore the relation to psychological adaptation. Also, participants’ psychological adaptation (hope, depression) was followed a year later to test whether AR could predict future psychological adaptation. Life story interview was used to collect 48 college students’ stories in the first year (time 1), and 42 of them were followed in the second year (time 2). Results showed that (1) the relation between cognitive effort and T1 psychological adaptation wasn’t statistically significant. However, cognitive effort could predict T2 depression. The more effort participants put on thinking connections between past events and the inner self, the less depression level they are in the next year. Process outcome was significantly correlated with T1 psychological adaptation, but it could not predict T2 psychological adaptation. (2) Redemption/contamination sequences were significantly correlated with T1 psychological adaptation. Further, contamination sequences could predict T1 depression. But redemption and contamination sequences could not predict T2 psychological adaptation. On the other hand, agency and communal themes neither correlated with T1 psychological adaptation, nor predicted T2 psychological adaptation. Finally, implications and limitations of this study were discussed.

本研究旨在探討羅狄（Richard Rorty）新實用主義中的無鏡哲學、教化作用與社會希望三者之間的關係。羅狄從一種基進的後現代觀點，對於以柏拉圖、笛卡兒、康德建立起來的哲學傳統及其當代代表–分析哲學，其中所充滿的本質主義、基礎主義、再現論、二元論等大寫哲學的鏡式本質表示不滿。 為了揭示西方傳統哲學企圖藉由心及語言再現世界嘗試的不可能性，羅狄盡力於終結此一傳統。他認為，追求大寫真理是西方傳統哲學的核心議題；形上學作為西方哲學的主要成分，是禁錮人類思想，造成心靈空乏的源頭所在。對於這種大寫真理和大寫哲學的拒斥，是當前人們必須的堅持和體認。 教化作用是羅狄所推崇的未來哲學所應採取的一個主要的自我形象，以教化作用取代以知識論為中心的系統哲學，透過拒斥本質主義，放棄以知識論為中心的邏各斯中心主義，以及反對形上學等種種反哲學傳統的進程，在追隨歷史進展的步調中，從後哲學文化的領域出發，來確立一種人類自主性教育實踐行動的激化點。羅狄以建立教化作用的教育施為，一方面描述了哲學的未來自我形象，一方面又描述了知識分子的自我形象。 羅狄對於啟蒙政治哲學的實踐層面抱持著正面的看法。羅狄認為：「只有在自由社會□，反諷人才是典型的知識分子，也唯有在自由的社會□，才能給予反諷人一種離經叛道的自由」。對於許多人來說，反諷的力量就是解構的力量，而解構是道德責任性匱乏的一個極好的標誌；反諷是對重新描述力量的自覺，是一種社會希望的重新界定和詮釋。在實踐社會希望過程中，反諷人的批判的心是從社會的邊緣指向社會的中心，但其腳步卻是從中心步向邊緣。 關鍵詞：無鏡哲學 教化作用 社會希望 自由反諷人 / This study is to find out the functions and relations among mirrorless philosophy, edification, and social hope in Rorty’s Neo-Pragmatism. Rorty’s critique of both traditional philosophy and analytic philosophy, which are derived from Plato, Descartes, and Kant, is actually based on an oppositional position of essentialism, foundationalism, representationalism, and dualism. In order to state the impossibilities of Western traditional philosophy to represent the world by mind and language, Rorty makes efforts to end Western philosophical tradition. Rorty takes it as a core issue to pursue the Truth for Western traditional philosophy. Metaphysics which impedes mankind’s thought and spirit has become the major element of Western philosophy. Edificational philosophy proposed by Rorty will be a good self-image for future philosophy. It substitutes epistemology for edification. In the postmodern conditions, Rorty uses Post-Philosophical Culture to fulfill an educational agency and create a good self-image both in philosophy and of the intellectuals. Rorty holds a positive opinion on the political enlightenment. He considers that the ironist will be the typical intellectual. He is also of the opinion that only if in a free society, would the ironist get entire freedom. For some people, the ironist power is the decostructional one, too. The ironist power will be the redefinition for man’s social hope. In those societies, the critical thinking is directed to the center from the border, and vice versa, man’s steps from the border to the center. keywords: mirrorless philosophy, edification, social hope, the liberal ironist

教師專業學習社群（簡稱「教師社群」）是一種協助現場教師突破孤立狀態、與同儕相互學習、以持續專業發展、進而提升創意之重要方式。 本研究透過量化模式的檢驗，探究教師社群互動、工作希望感受與創造性轉化之關係，以問卷調查法，針對台灣地區教師，進行取樣研究，有效問卷共計891份。研究工具包括「社群互動品質量表」、「工作希望感受量表」與「創造性轉化行為量表」。此外，並透過對典型個案之訪談，探究四個「創意教師行動研究」成功社群的經營策略。 量化研究主要發現：「教師社群互動、工作希望感受與創造性轉化」模式之驗證獲得支持。此模式的意義在於：良好的教師社群必須兼顧認知與情感層面的互動；如此，除了可直接促進教學上的創造性轉化之外，認知與情感互動尚可以透過工作希望感受之中介效果來影響教師的創造性轉化。至於教師工作希望感受的提升，則能直接影響創造性轉化的展現。其次，根據個案分析整理歸納出經營社群的重要策略，如：「感動策略」、「友誼策略」、「共同解決問題策略」、「榮耀共享策略」、「低調漸進緩慢策略」、「彰權益能策略」、「成就感策略」、「資源網絡拓展策略」、「雁行領導策略」以及「持續互動策略」。 最後，本研究根據上述發現並針對教育實務與未來研究層面，提出具體建議以供參考。 / Nowadays, the concept of a “teacher professional learning community” (Teacher Community, TC) is an important approach to cultivate, develop, and sustain teachers’ professional development and creativity. In Taiwan, from the perspective of TC, how to facilitate teachers’ creativity is also valued under the Creative Education policy. However, empirical evidence is rarely discussed. Thus, this study addresses two aspects: (1) the relationship of TC, work hope and creative transformation (Study I), (2) to explore the main strategies of managing teacher communities (Study II). In Study I, a SEM model is proposed using the linear structural relations (LISREL) to test the research hypotheses with the data from 891 valid questionnaires collected. Instruments used include Interactions of Communities Scales, Work Hope Scale, and Creative Transformation Scale. The estimated results of the proposed model are found to substantiate the requirements of the general LISREL model. The majority of the fit indices have indicated good fit of the model to the data. The main findings include (1) Cognitive interactions of communities have significantly direct and indirect effects through work hope on creative transformation; (2) Affective interactions of communities have significantly direct and indirect effects through work hope on creative transformation; (3) Work hope has a significantly direct effect on creative transformation. These results have suggested that teachers’ work hope, and their cognitive and affective interactions in communities have a significant, positive influence on creative transformation. In addition, work hope has played a role as a mediator between the interactions in communities and creative transformation. In Study II, teachers in communities of four typical cases funded for four years under the Project on the Enhancement of Creative Education are interviewed. Based on the data, there are several strategies for managing teacher communities: (1) witnessing strategy, (2) friendship strategy, (3) problem-solving strategy, (4) honor- sharing strategy, (5) low-profile strategy, (6) empowerment strategy, (7) sense of achievement strategy, (8) networking strategy, (9) flying geese strategy, and (10) sustaining strategy. Limitations of the current research and implications for the practice of teacher community were discussed.

本研究旨在瞭解天下雜誌教育基金會推動[希望閱讀計劃]的成效，發現偏鄉閱讀教育的現況與需求，同時規劃出[希望閱讀計劃]未來行動方案。天下雜誌教育基金會自2004年開始啟動[希望閱讀計劃]，在200所偏遠小學推動閱讀。本研究分析比較過去六年，基金會針對聯盟小學進行的五次問卷調查，一次與校長及老師[世界咖啡館]的深度會談，並將會談中得到的結論，再透過問卷，建立200所聯盟小學共識，據以定出希望閱讀計劃之未來行動方案。 研究結果顯示，[希望閱讀計劃]已對200所偏遠學校產生相當重大的影響。學校對於基金會的期待，也從資源提供者，轉變為政策推動者。未來在偏鄉推動閱讀，首先應建立學校行政領導團隊和老師對推動閱讀的共識，提升老師的自信心與企圖心，並且敦促政府要有長遠的閱讀教育規劃，才有可能建構真正有系統的閱讀教育。 [希望閱讀計劃]未來行動方案，不僅只是送書到偏鄉學校，亦企圖提供一個完整的偏鄉學校推動閱讀的支援系統。此支援系統涵蓋從閱讀教育資源、人力資源進入教學現場，閱讀推手教育訓練並展現閱讀成果，到推動閱讀在地深耕。因為家庭失能與經濟弱勢，是偏鄉學校家庭教育最大的痛，政府政策和外界資源，尤應正視並繼續給予支援，激勵社區參與學校教育工作。 偏鄉教育，除了民間團體投入外，更重要的是政府相關單位，提出長遠的教育規劃，從政策面推動，才能真正幫助偏遠地區的老師孩子，有機會飛出低谷，海闊天空的飛翔。 / This study aims to understand the effectiveness of the [Hope Reading Program,] a charitable effort promoted by the Common Wealth Magazine Education Foundation. It aims to find the current situation and needs of literacy programs in remote cities and towns, and to outline a future action plan for the [Hope Reading Program]. The Common Wealth Magazine Education Foundation started the [Hope Reading Program] in 2004, and promoted reading in 200 remote primary schools. This study includes (1) the analysis and comparison of the past six years’ surveys; (2) results from five different surveys of primary schools allied with the Common Wealth Magazine Education Foundation, and (3) the result of the [World Café] event in which we invited principals and teachers to share their experience with us in detail, after which we established the primary consensus of the alliance of 200 primary schools through the use of questionnaires, in order to come up with the future action plan of the [Hope Reading Program]. The result shows that the [Hope Reading Program] has made a significant impact on the 200 rural primary schools. What’s more, the schools’ expectations of the Common Wealth Magazine Education Foundation were changed from resource provider to policy executor. In the future, we should first establish the consensus on literary programs with the rural primary schools’ executive leadership teams and teachers, enhance the teachers’ confidence and ambition, and urge the government to have long-term plans for literacy programs, so that it would be possible to approach reading education in a systematic fashion. The future action plan of the [Hope Reading Program] is to not only send books to rural primary schools, but also to provide a complete support system that promotes reading. This support system should include educational resources, human resources, the training and sharing of best practices for promoters, and the formation of the local reading culture. Due to dysfunctional households and economic disadvantages, the lack of home education is a major source of complications for rural schools. Policymakers and external providers should take this into consideration when giving support and encouraging community involvement in school-based educational efforts. Education in rural schools relies not only on the efforts of civic groups, but more importantly, on the government’s long-term education plans, which will provide the boost necessary to help the children and teachers in rural areas to find good opportunities and fly high to a brighter future.

暢銷書是人們學習愛情資訊的重要管道，其內含有小說、散文與劇本等文類。它們不僅提供多樣的愛情論述，更是讀者吸收、學習愛情經驗的重要摹本。能夠出版暢銷書的作家們具備強烈的社會影響力與能見度，因此暢銷書反映了社會大眾的愛情觀念，同時也提供人們在愛情生活中該如何自處與面對愛情的生活倫理與準則。本研究亟欲透過暢銷書的研究來理解社會的主流愛情觀念，並從中分析出各種愛情困境的行動導引，最後將之統整並與社會理論家對話。為了研究愛情類的暢銷書，本研究以TPI暢銷排行榜(2004/1~2013/8)的資料作為取樣對象，並以暢銷度為首要考量後挑選適合書籍進行研究。根據研究發現，暢銷作家在許多方面與社會理論家看法一致。然而，暢銷作家比理論家專注於個人於愛情中所遭遇的困境，以及愛情困境所能實行的解決方案。愛情類暢銷書的論述呈現高度理性化、自我反思、自我實現等正向積極的現代性特徵，其中「愛自己」的論述更是它們對現代愛情的主要看法。對暢銷書而言，「愛自己」顯然是避免「浪漫愛陷阱」的最佳方式。暢銷書透過「愛自己」的論述將愛情理性化，並且從自我出發，重新建構正向積極的愛情心態。正是這種積極向上的論述重新建立起讀者對愛情的希望，並且成為讀者持續相信、進入愛情的重要原因。 / Bestselling books serve as the very way of getting love information. It contains novel, essay and drama kinds of literatures. They supply various love discourse to help readers to absorb and learn love experiences as such. Those who can publish best seller books are authors with strong social influence and visibility, therefore, books of these authors have the capacity of reflecting love ideas of general public and giving instructions for readers to deal love matters with ethical principles. The goal of the study is to use the best seller books to understand main stream ideas of love, summarizing instructions of hurdles in love and, finally, compile them into a compact form to discuss with theorists. In order to research best seller books of love, we choose the ranking list of best seller books in TPI (Taiwan Publisher Information) website as a target population to sample from, and using the degree of selling as the main sampling factor to select proper samples to research on. Based on our research findings, bestselling authors share same opinions with theorists in many aspects, however, bestselling authors are more focusing on personal struggles in love and the solutions that one can take to deal with. The discourse of best seller books present positive and active modernity portrait, for examples: highly rationalization, self-reflexivity and self-realization. Among these features, “Love Thyself”is the main concept of their way to perceive modern love. For best seller books, “Love Thyself”seems to be the best way to avoid “Traps of Romance” as such. Through the ideas of self-loving, best seller books is able to rationalize love with discourse and start from the point of self to re-construct positive and active mentality. It is from this positive and active discourse that readers can re-establish their hope to love and convince themselves to continually believe or enter into the sphere of love. Keywords: Best Selling Books, Sociology of Love, Reflexivity, Self-Love, Hope.

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.