本篇研究旨在探討心理反芻思考對個體情緒變化的影響，在類同於Nolen-Hoeksema的前瞻式連續測量架構下劃分不同情緒困擾的時段（整體分析、嚴重又長期情緒不佳的日子、負向情緒發作期），並以Fritz之多向度反芻觀點：功用性反芻、情緒焦點反芻以及意義尋找反芻為切入點，試圖釐清反芻在情緒復原中所扮演的角色利弊。本研究以一般非創傷性的負向事件為研究背景，選取156名大學生在連續十二天的研究設計中，每天測量三類反芻出現的頻率、情緒強度和情緒維持的時間。研究結果顯示，不同內容焦點的反芻思考對事件挫敗後之情緒變化有其獨特的影響效果。整體平均來說，功用性反芻有助於負向情緒的緩解、情緒焦點反芻會增強負向情緒感受、意義尋找反芻則是增加負向情緒維持的時間；若當天處在長期又嚴重情緒不佳日子中時，功用性反芻似有維持正向情緒的效用、情緒焦點反芻則是惡化當天的負向情緒強度、意義尋找反芻則有延長當天負向情緒時間的趨勢；若連續處在長期且嚴重情緒不佳的日子中，功用性反芻對情緒變化並無影響、情緒焦點反芻則是延長且惡化此時期的負向情緒狀態、而意義尋找反芻不但會影響負向情緒的狀態，似也會有助於此時期的正向情緒狀態。因此，本研究結果不僅支持內容區分的必要性；也代表著在情緒復原過程中，配合考量到個體所處的情緒困擾時段時，不同內容焦點的反芻思考對情緒變化的影響是有利弊之分的。 / The purpose of this research is to examine the relation between ruminative thought and mood fluctuation. Similar to the Nolen-Hoeksema’s progressive paradigm, we divided the experimental period into three parts, including average days, severely and long-term negative mood days, and negative mood episode. Combined with the Fritz’s viewpoint of multidimensional rumination ─ instrumental rumination, emotional-focused rumination, and meaning-searching rumination, this research attempted to clarify the role of rumination in the process of emotional recovery. According to the negative but non-traumatic events, we selected 156 college students and daily measured the frequency of three types of rumination, mood intensity, and mood duration during the continuous 12 days. The results of this research showed that different content-focused rumination had unique effect on mood fluctuation after suffering a failure. Generally, instrumental rumination helped to reduce negative mood, emotional-focused rumination worsened negative mood, and meaning-searching rumination increased the duration of negative mood. Moreover, in the period of severely and long-term negative mood status, instrumental rumination seemed to maintain the duration of positive mood, emotional-focused rumination still worsened negative mood, and meaning-searching rumination seemed to prolong the duration of negative mood. Besides, in the period of negative mood episode, instrumental ruminative had no effect on mood fluctuation, emotional-focused rumination deteriorated and extended negative mood, and meaning-searching rumination had harmful effect on the negative mood but still had borderline effect on the positive mood. Consequently, the results of this research not only illustrated the necessary of content-discrimination in the rumination, but also showed that different content-focused rumination had separate effect on the mood fluctuation in the process of emotional recovery, when the three different periods of emotional disturbance were considered.

隨著全球化的發展，廿一世紀的國際安全情勢更為錯綜複雜，其中「恐怖攻擊」具備成本低、效果高、機動性強的條件，讓恐怖攻擊行動沒有時間、空間的限制，亦無道德、規範的侷限，此種全然改變戰爭本質的非傳統型態戰爭行為，儼然已成為危害國際社會發展與人類生存的一種新形態危機。 今日國際社會所要面對的「恐怖攻擊」危機，是由人為所誘發的危機。受到不同社會系統內政治、文化、經濟、種族、宗教等因素相對之間的動態性互動影響，使得危機的源頭更趨向於多元與複雜，因此，若能及早偵知危機預將發生或能判明引爆危機的原由，對於危機管理甚有助益。 針對「動態性複雜」問題，Peter M. Senge發展一套源自於系統動力學的「系統思考」途徑，透過「資訊回饋」的特性，由整體思考方式與觀察環狀因果的互動關係，能看出一再重複發生的結構型態，釐清複雜事件背後運作的簡單結構，並經由模式設計改善組織及工作指導準則。 研究發現，在危機管理的系統思考途徑中，事件層次的反應式作為僅能有限度地預防危機與處理危機；行為變化型態層次的順應變動中的趨勢，能從變動趨勢中警覺危機、發現危機與危機處理，若要全方位預防危機、有效危機處理以避免後遺，就必須從系統結構層次的觀點著手，改造行為的變化型態。 依據九一一事件的分析，人為所誘發危機的關鍵在於「人」，以及「人與人的互動關係」，爭奪的重點就在「利益」，也就是「得」與「失」之間；恐怖主義濫殺無辜，不可原諒也不可寬容，但另一方面，反恐政策也不應如美國政府在九一一事件後「擴張軍武、推銷軍售、共同發展武器」等作為就可以達成。 美、英等強權國家在探討反恐策略為何失敗、譴責恐怖攻擊手段兇殘之際，是否也應該反省文明衝突與族群對立的源頭，以及阿富汗、伊拉克人民的死傷慘狀，以及在其他地方所發生的殺戮與飢餓問題，才能避免強權國家一意孤行的後果，由全球的無辜者共同承擔。同時，基於地球的資源有限，如何和平共處、分享資源，才是遠離「人為誘發危機」的最佳方法。 / Following the development of globalization, the international security situation of 21st century becomes more complicated. The "terror attack" has the conditions of low cost, high effect, and high mobility, which make the terrorist no limitation of time and space and no restriction of moral and norm. The kind of non-traditional type warfare behavior completely changes the nature of war. That solemnly becomes the new type crisis to endanger the development of international community and the existence of human being. Today’s international community should face the "terror attack" crisis which is brought out by mankind. The factors of politics, culture, economy, race, and religion of different kind of community systems have relatively dynamic interaction effect which makes the crisis origin trend to more diverse and complicated. For this reason, if we can early detect the cause of the crisis, when and where, it will be very helpful for crisis management. Being aimed at "dynamic complexity", Peter M. Senge developed the "systems thinking" approach from systematic dynamics which goes through the characteristic of "information feedback" from the interaction of integrated thought manner and observed circle effect, and find out the repeated configuration to clear the back performance of simple structure of complicated event, and improve the guidelines of organization and work by mode design. Findings discover that during the approach of systems thinking of crisis management, event-arrangement behavior can only limitedly prevent from crisis and handle crisis. The variation-orientated trend of behavior variation arrangement can watch crisis, discover crisis, and handle crisis from variation trend. If someone wants to dimensionally prevent crisis, effectively handle crisis and avoid sequela, he should do it from the viewpoint of systematic constructive arrangement and to change the behavior variation type. According the 911 analysis, the key point of man-made crisis is "man", and the key point of argument from "interaction of the men" is "benefit", which is between "to gain" and "to lose". The terrorism causes the death of innocence, which can not be forgiven. But in the other side, counter-terrorist policy should not be achieved by "arms drive, promoting military sale, and mutually developing weapons", provided from US government after 9/11. When the powerful states, such as US, UK, probe into failure of counter-terrorist policy and condemn the cruel measure of terrorist attack, they should make themselves-examination of the fountainhead of civilization conflict and clan confrontation, and the casualty of Afghanistan and Irapi, and the slaughter and starvation of other places. Considering those things, we can avoid the result of powerful state doing, which put on the innocence of the world. At the same time, based on the limited resources of the earth, the best way to keep off "man-made crisis" is to live peace and to share resources.

「Wason選擇作業」是推理心理學領域中相當經典的作業，由於原版的 「Wason 選擇作業」正確率相當低，引發許多學者相繼投入研究，並形成了各種理論。例如「實用推理基模理論」、「社會契約理論」、「相配偏誤理論」、「訊息獲得量理論」、「關聯性理論」等等。歷經約四十年的研究，「Wason選擇作業」從經典的推理作業至今則被許多研究者質疑其成為研究推理歷程作業的 適當性，有些研究者則認為「Wason選擇作業」應被視為決策作業而非推理作業，並認為參與者在這個作業上不會表現出合於邏輯的推理能力。本研究重新以「規範性理性」的角度探究參與者在這個作業上的表現。研究一以「命題解讀作業」做為輔助，發現至少三成的參與者在傳統抽象型式的「Wason選擇作業」中的選擇行為是符合邏輯對應的，這樣的比例並不低於「命題解讀作業」本身的「正確」率。由於在傳統「Wason選擇作業」上要有「正確」表現須正確解讀命題且無其他形式誤解題意再加上符合邏輯的選擇歷程，低正確率可能僅是各歷程「正確」率相乘的效果，而非「選擇歷程」不具邏輯性所致。研究二則以「雙思考系統理論」的觀點設計有利於「系統二」(即分析性系統)歷程表現的評估型「Wason選擇作業」，實驗一與實驗二分別有約四成及五成七的參與者表現符合「規範性理性」的預期。本研究認為過去多數「Wason選擇作業」的研究著重在研究「系統一」(即聯結性系統)的歷程，故未能觀察到參與者高程度的邏輯表現。本研究結果顯示「規範性理性」在「Wason選擇作業」仍扮演重要角色。本研究最後提出新的研究取向並討論「理性爭議」的課題。

本研究應用系統思考為基礎所發展出來的系統結構圖方法，結合電腦模擬活動，引導學生感知系統動態性及複雜性，設計自然科學教學方案進行教學；同時比較融入概念階層聯結為基礎的概念構圖方法教學、及一般教學的學生認知表現。具體而言，本研究目的為：在自然科學學習歷程中，結合環狀關聯的系統結構圖，及階層關聯的概念構圖方法，比較二圖形學習策略對學生成就測驗及知識結構的表現差異。 研究採多基線實驗研究法，以國小五年級學生樣本，共三個班級，100人，分列為對照組、系統結構圖策略組、及概念構圖策略組。以自編的複本測驗、實作評量檢核表，及應用路徑探測法(Pathfinder)，評估學生認知表現與知識結構。 結果發現，採用系統結構圖策略或概念構圖策略，均能增進學生認知表現，且記憶保留效果會優於不特別採用策略者，其知識結構的表現亦存在差異；而二種圖形式學習策略的各項認知表現之間，不存在任何差異；不同能力組別與不同學習策略間，具交互作用存在。 本研究證實，在學習歷程中，採用概念構圖策略或系統結構圖策略，將比採用一般教學方法，較能有效增進學生的學習表現及保留效果，其知識結構也會較接近專家表現。因此在教學歷程中，結合策略進行教學有其必要性。圖像式的思考及學習方法能有效協助學生學習。然而研究所取用的二種圖形策略的思考本質是不同的，一重視靜態架構、一重視動態因果變化，未來研究者可進一步探究造成改變的內在機制，及是否能真正轉化為習用的思考型態。 / The world of system and system thinking marks a shift from the more linear, analytic way of thinking that most people are used to. A system is a group of interacting, interrelated, or interdependent components that form a complex and unified whole. Systematic structure diagram is a useful tool to offer a glimpse into the complex systems behavior. Concept mapping, known as cognitive maps or organizers, semantic networks, or visual/graphic organizers, make use of figures, lines, arrows, and spatial configurations to show how content ideas and concepts are related. Concept mapping is described repeatedly in the literature as a tool that can support and enhance students’ learning in science classrooms. It is an important meta-cognitive tool in science education today. The research uses the experiment methodology of multiple baselines designs. In the study 100 students in 3 classes at grad 5 were studied to see the implications of the learning results. Assign the subjects to three groups, control group (n=34), Systematic structure diagramming group (n=33), and concept mapping group (n=33). The graphics oriented strategies, Systematic structure diagramming /concept mapping, were used in the teaching processes of the systematic structure diagramming group /concept mapping group. The researcher evaluated the performance of the subjects with duplicated-tests, checklists, and Pathfinder. The testing of the students was done in a pretest-posttests design using written tests. Data were analyzed in the use of three-factor repeated measures. The analysis of repeated measures showed a statistically significant difference in duplicated-tests and knowledge structures between control group and two experimental groups. There also exists an interaction between group and strategy. The result revealed that concept mapping may improve test scores of low-achieving students. This research verified that the learning performances, knowledge structures, organizations, and delayed memories of the subjects who belong to concept mapping strategy group and systematic structure diagramming strategy group were better than control group. The results indicated that, for improving students’ learning performances and retention effects, adapting concept mapping strategy and systematic structure diagramming strategy in the teaching processes may help students form a cognitive schema to assimilate and relate the information. Base on the results from this study, some recommendations educators were suggested.

在知識經濟時代，以產品為經營中心的事業模式、講求生產效率與低成本管理已不能為企業創造再多的附加價值，在環境變化激烈的環境中逐漸成為殺價競爭之下的沉重包袱。企業為追求營利與成長，逐漸轉而重視顧客需求，透過跨部門的知識整合，為顧客提供完整且品質優良的服務。在全新的企業經營理念之下，企業對於人力資源的需求與管理方式產生了根本上的轉變。企業逐漸了解人力資源在組織變革過程中，扮演著關鍵性的影響角色。本研究便透過實際的個案分析，從人力資源發展的觀點探究企業進行變革活動的過程當中，人力資源發展角色的轉變，以及其主要職責內容，提供台灣企業主進行改革活動時的參考依據。 放眼國際，日本在人力資源領域的努力有目共睹，無論是人事制度的設立，或是教育訓練的福利，日本企業都做得淋漓盡致，使得員工心甘情願為企業長久地貢獻心力。其中，富士通近年來從事大規模的組織變革計畫，所有政策均以人力資源為出發點，對於人力資源的重視與用心確實值得同屬製造產業的企業領導者學習與傚仿。是故，本研究以管康彥所提出的變革三部曲：策略再思考、組織轉型與變革管理作為思考軸線，分別探討人力資源發展對於組織發展所發揮的效果。企業在策略再思考階段檢視產業與環境的動態變遷，選擇與集中企業的核心能力與業務，重新給予企業新定位與策略方向；接著，打造企業願景，透過組織結構的調整增強組織競爭力，提升組織營運效率；最後，在變革管理中則經由管理制度的重新打造，將變革理念深植於員工心中，改變員工的工作行為與態度，成為根深蒂固的企業文化一部份。本研究透過此三步驟，一一檢視富士通的人力資源發展實際作法，並從中歸結出原則，以作為其他企業的學習典範。 本研究主要特色為歸結出人力資源發展在組織變革過程中，促成角色以及核心職責的變換模型。人力資源發展在策略再思考階段，主要扮演策略規劃者的角色，著眼於人力資源需求的改變；到了組織轉型階段，其角色轉變成為以人力調度者為主，致力於人力資源配置的相關活動與政策的建置；最後的變革管理階段，其角色再度轉變成為知識教育者，以提供員工知能為首要目的，職責圍繞人力資源強化的議題上。

由於資訊科技的發展，提供顧客商品與服務的溝通等價值觀也隨之改變，新興服務業是依賴網際網路和資訊技術所發展而來的，全球產業結構呈現出“工業型經濟”向“服務型經濟”轉型的總趨勢，服務逐步被重視。人類社會第四次的革命“服務革命”，就是服務科學，社會和技術共同演進的科學，以資訊科技為基礎改革服務整體。加上網路效應，讓人們可以透過共同設計思考，為世界帶來創意及新事物的催化劑，將跨領域的人才結合起來，利用群策群力及不同領域的思考藝術互相激盪，激發出創意。將這些觀點整合起來，提出一個共同創造服務的架構，讓人們在獲得服務的同時，也參與創造服務，得到服務的最佳化。本研究透過服務科學的服務組成、服務流程、以及服務價值三方面來探討，並採用結合協同式共同演化基因演算法、互動式基因演算法所組合成的協同互動式共同演化基因演算法，以共同演化的方式，達到使用者的設計需求。系統共分四大模組：設計問題定義模組、設計建議模組、協同互動式共同演化模組、評估模組，將設計思考、共同創作並演化的概念，並透過互動式基因演算法修正適應函數評估的偏差，讓顧客設計過程中，得到最佳化的服務。本系統之預期貢獻分為：(1)利用服務科學創新設計服務e化傳遞。(2)為服務科學提供應用典範與原件發展方向。 / The notion of service science addresses the use of information technology to reform services in terms of designing thinking and value co-production, bringing the catalyst of the innovation to the service world. This paper proposes a novel e-service platform about interior design featuring (semi-)automated mutualism of co-produced values. This platform encompasses a few autonomous cognitive learning components to guarantee effective accomplishment of reaching a user's design demand. These components include models of interior design concepts, cooperative co-evolutionary genetic algorithm (CGA) and interactive genetic algorithm (IGA). The intended contributions of this platform are two-folds: (1) Showcase an intelligent service design as characterized by the sixth quadrant of Figure1. (2) Provide some intelligent service design components (e.g., CICGA) for unfolding future systematic service innovation in service science.

本研究旨在探討高中生的教師品格教學、父母品格教養、批判思考能力、品格信念及品格行為之關係。研究參與者來自台北縣市公立高中二、三年級，有效樣本計538人。本研究採用的研究工具包括「品格行為量表」、「品格信念量表」、「品格教學行為量表」、「父親品格教養行為量表」、「母親品格教養行為量表」及「批判思考測驗—第一級」（CTT-Ⅰ）。資料分析所用的統計方法包括描述統計、單因子多變量變異數分析及線性模式分析。本研究主要發現如下： 1.就學校教師而言，大多身兼導師的國文、英文、數學科老師，對高中生品格影響最為深遠；就一般對象而言，母親及父親對孩子的品格影響最大。 2.不同性別的高中生在品格信念及品格行為上均有顯著差異：在品格信念方面，女生顯著優於男生，尤其在「責任」、「關懷」及「公民性」等指標的信念；在品格行為方面，女生亦顯著優於男生，尤在「值得信賴」、「公平」「關懷」及「公民性」等指標的表現。 3.不同年級的高中生在品格信念及品格行為上沒有顯著差異。 4.不同父母的教育程度的高中生在品格信念及品格行為上沒有顯著差異。 5.高中生品格信念及品格行為會相互影響：亦即品格信念程度愈高者，其本身品格行為表現愈好；品格行為表現愈佳者，擁有的品格信念程度愈高。 6.教師的品格教學行為對高中生的品格信念及品格行為有顯著效果，亦即知覺教師品格教學程度愈高者，其品格信念也愈強，品格行為表現程度也愈佳。 7.父母的品格教養行為對高中生的品格信念及品格行為有顯著效果，亦即知覺父母品格教養程度愈高者，其品格信念也愈強，品格行為表現程度也愈佳。 8.高中生批判思考能力對品格信念和品格行為沒有顯著的正向效果。 9.就高中生品格行為發展之子模式而言，教師品格教學行為及父母品格教養會互動之後，分別對品格信念及品格行為產生直接和間接的影響，且品格信念和品格行為間會相互影響。 最後，本研究依據上述的研究結果進行討論，並提出相關建議以供教師教學、父母教養及後續研究之參考。 / The main purpose of this study was to explore the relationships among teachers’ character teaching, parents’ character parenting, critical-thinking abilities, character beliefs, and character behaviors of high school students. The participants included 538 students sampled from six high schools in Taipei City. The employed instruments in this study were the Inventory of Character Behaviors, the Inventory of Character Beliefs, the Inventory of Character Teaching, the Inventory of Father’s Character Parenting, the Inventory of Mother’s Character Parenting, and the Critical-thinking Test, LevelⅠ. The employed analysis methods included Descriptive Statistics, One-Way Multiple Analysis of Variance, and Structural Equation Modeling. The main findings of this study were as follows: 1.As for school teachers, Chinese, English and Mathematical teachers who usually serve as tutors had the greatest effect on the high school students’ character development; as for general subjects, mothers and fathers had the most profound effect on the high school students’ character development. 2.There were significant gender differences on character beliefs and character behaviors. Specifically, the females outperformed the males in character beliefs, especially in “responsibility”, “caring”, and “citizenship”; moreover, the females outperformed the males in character behaviors, especially in “trust worthiness”, “fairness”, and “citizenship”. 3.There were no significant differences on character beliefs and character behaviors between the second graders and the third graders. 4.There were no significant differences on character beliefs and character behaviors among the three parents’ educational levels. 5.The relationships of character beliefs and character behaviors among the high school students were bi-directional. In other words, those who had stronger character beliefs performed more character behaviors and those who performed more character behaviors had stronger character beliefs. 6.The teachers’ character teaching had significant effects on the high school students’ character beliefs and character behaviors. Specifically, those who perceived higher degree of character teaching had higher character beliefs and performed more character behaviors. 7.The parents’ character teaching had significant effects on the high school students’ character beliefs and character behaviors. Specifically, those who perceived higher degree of character parenting had stronger character beliefs and performed more character behaviors. 8.The high school students’ critical-thinking abilities had no positive effects on their character beliefs and character behaviors. 9.In terms of the Model for the development of high school students’ characters, teachers’ character teaching and parents’ character parenting interactively influenced, both directly and indirectly, the high school students’ character beliefs and character behaviors; meanwhile, character beliefs and character behaviors influence each other. Finally, the researcher proposed some suggestions for educational instructions, parental upbringing, and future studies.

e-Health(電子化健康)透過資訊與通訊科技的使用，得以用較低的成本，將不同的健康照護服務加以整合，減少使用者接受服務時的障礙，並協助服務的遞送、改變服務的面貌。現今，由於消費者意識的抬頭以及網路資訊的普及，e-Health的使用者逐漸由醫療人員轉變為一般大眾，並由病人擴大到一般的健康者，其功能也由生病後的醫療照護延伸至生病前的健康促進，內容則包括了有形與無形的健康資訊服務，並以主動參與及知識分享為運作核心。透過這些的新觀念的引入，e-Health已產生本質上的改變，未來的科技將以更積極有效的方式，幫助民眾及早取得可信賴的健康資訊，提升健康資訊素養，進而對健康價值的觀念產生轉變，強化自我健康照護能力，本研究中將這個現象或過程稱之為e-Health 2.0。e-Health 2.0與過去的e-Health(或稱為e-Health 1.0)最大的不同，在於e-Health是以病人為主，並強調資訊科技可以運用在生病的過程中，提供診斷、治療與照護上的幫助，而e-Health 2.0則是藉由資訊科技，特別是Web 2.0，協助健康的民眾透過社會網絡(Social Network)及虛擬社群，主動參與其個人的健康管理，並透過個人健康資訊素養的提升，進而促使社群、服務提供者、產業以及政府機構改變健康照護思維的現象或過程。 醫療新科技的不斷進展以及人口老化、民眾對健康日益重視等社會環境多重影響下，世界各國在醫療上的支出均不斷地成長。透過資訊與通訊科技的快速發展，健康照護服務已產生重大的變革，因此，多數國家開始發展與建立國家e-Health政策，並期望透過政策的規劃及制定，因應未來環境與民眾的需求，提供前瞻、低成本高品質的服務，達到提升國家整體健康照顧系統能力的目標。然而，e-Health 2.0現象方興未艾，其影響與範圍雖大但卻缺乏有系統的評估，故本研究透過文獻回顧、次級資料分析及專家深度訪談，建構出e-Health 2.0的定義、內涵與決定因子，並進行發展策略分析，評估未來環境可能發生的情況及其中的影響層次，整理政策制定時有用的資訊，協助公私部門決策及因應，最後，也歸納提出具體可行暨可管理的短中長期目標，供後續研究與實務應用時參考。 / E-Healh is a revolution to drive the radical change in health care services delivery. In spite of using the information and communication technologies, e-Health could integrate the different health care services into a customer-oriented service delivery system and benefit the different stakeholders. However, the mind set of e-Health is gradually changed as the services and applications extend from patients to healthy people. In order to provide better services and applications, e-Health needs to focus on not only supporting proper and trusted health care services but consolidating the value of prevention and health promotion. Internet developments that brought us sites such as Facebook, YouTube and Wikipedia are now set to revolutionize health care. The idea of web 2.0 is now driving far-reaching changes in healthcare systems, a trend it terms e-health 2.0. Compared with e-Health which is mainly aimed at patients’ medical care services, e-Health 2.0 is a process or phenomenon of paradigm shift by means of that health information diffusion and social networking to improve the citizens’ health literacy in order to redefine the value of health care among stakeholders. Meanwhile, medical expenditure grows up continually as a result of the new technologies, aging population and social environment in many countries. The financial pressure of medical care already impacted national health care services policy so that governments are developing their national e-Health policy to fit the future need. The goal of e-Health policy is a reengineering process of health care to provide proactive, low cost and high quality services. As the e-Health 2.0 can reduce the gap among stakeholders and speed up the social change, it is a truly important role in the reengineering process. Our study based on literature review, secondary data analysis and in-deepth interview with expertise to construct the definition, content and factors of e-Health 2.0. According to the strategic analysis of e-Health 2.0 development, the study proposed several important goals and suggestions. They can be used as a template or guideline for such evaluation by researcher and practicer both before, during and after the implementation of e-Health 2.0.

本研究旨在探討大學生的希望感、建設性思考、情緒創造力及創造風格之關係。研究參與者來自台北縣市、桃園縣七所公私立大學的大學生，有效樣本計531人。本研究採用的研究工具包括「希望感量表」、「建設性思考量表」、「情緒創造力量表」及「創造風格量表」。資料分析所用的統計方法包括描述統計、單因子單變量和多變量變異數分析、皮爾森積差相關及線性結構模式分析。本研究主要發現如下： 一、 大學生在希望感、建設性思考、情緒創造力的表現程度佳，且 偏向運用創造核心特質。 二、 不同性別的大學生在情緒創造力及創造風格上均有差異，就整 體和各指標而言，男生的創造核心特質優於女生，女生的情緒 創造力優於男生。 三、 創造力獎項得獎經驗對大學生的情緒創造力沒有效果，但對創 造風格中的非最終產品定位、技術使用及無意識過程信念有效 果，非最終產品定位及技術使用為無得獎者大於有得獎者，無 意識過程信念則為有得獎者大於無得獎者。 四、 所屬學院對情緒創造力中的新穎性來源及情緒準備度有效果， 且能對創造風格中的無意識過程信念、環境控制與行為自我調 節有效果。 五、 大學生的情緒創造力對創造風格有效果。 六、 希望感對大學生的情緒創造力有效果，且對創造風格中的非最 終產品定位、技術使用、無意識過程信念及借助他人有效果。 七、 建設性思考對大學生情緒創造力中的有效性及新穎性反應有效 果；且對創造風格中的迷信行為及環境控制與行為自我調節有 效果。 八、 就大學生創造風格之路徑模式而言，希望感與建設性思考產生 交互作用後，會分別對情緒創造力有直接效果並透過情緒創造 力對創造核心特質及創意輔助習性有間接效果，且情緒創造力 對創造核心特質與創意輔助習性有直接效果。 最後，本研究依據本研究主要發現提出意見，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 relationships among hope belief, constructive thinking, emotional creativity, and creative style of undergraduate students. The participants included 531 undergraduate students sampled from seven national or private universities in Taipei City, Taipei County, and Taoyuan County. The employed instruments in this study were the Inventory of Hope, the Inventory of Constructive Thinking, the Inventory of Emotional Creativity, and the Questionnaire of Creative Style. The employed analysis methods included Descriptive Statistics, one-way ANOVA, one-way MANOVA and SEM. The main findings of this study were as follows: 1.The undergraduate students had high level of hope belief, constructive thinking, and emotional creativity; and they tended to use core traits of creativity. 2.There were significant gender differences on emotional creativity and creative style; the males outperformed the females in core traits of creativity, and the females outperformed the males in emotional creativity. 3.The experiences of winning creative awards had no effects on emotional creativity, but had effects on creative style, especially on “not final product orientation”, “use of techniques”, and “belief in unconscious processes”. Moreover, participants who had won creative awards outperformed their counterparts in “not final product orientation”, “use of techniques”; participants who had not won any creative awards outperformed their counterparts in “belief in unconscious processes”. 4.College of major had effects on emotional creativity, especially in “origin of novelty”, and “preparation”. Moreover, college of major had effects on creative style, especially in “belief in unconscious processes” and “environmental control and behavioral self- regulation”. 5.The participants’ emotional creativity had effects on their creative style. 6.The participants’ hope belief had effects on their emotional creativity and creative style, especially in “not final product orientation”, “use of techniques”, “belief in unconscious processes”, and “use of other people”. 7.The participants’ constructive thinking had effects on their emotional creativity, especially in “effectiveness”, “novel response”. Moreover, the participants’ constructive thinking had effects on their creative style, especially in “superstition” and “environmental control and behavioral self- regulation”. 8.As for the path model, hope belief and constructive thinking interactively and directly influenced their emotional creativity and then indirectly influenced their core traits of creativity and assisted habits of creativity via emotional creativity; meanwhile, emotional creativity had direct effects on their core traits of creativity and assisted habits of creativity. Finally, the researcher proposed some suggestions for educational instructions and academic research.

国立情報学研究所で電子化したコンテンツを使用している。