摘要 近年來，社會福利機構在政府部門的評鑑及非營利組織的責信要求不斷增加下，機構的經營績效已成為極受關注的焦點，若要確保機構的服務品質和目標的有效達成，組織需要不斷地自我檢視，持續改善與成長。然而，主管機關評鑑對機構的影響力為何？對機構在經營績效上有多少幫助？除了外部評鑑外，是否有其他管理機制來協助機構制定經營策略與管理作為，藉此提升機構的經營績效，以達成機構的願景與使命。 平衡計分卡是一套策略性績效管理工具，在企業界使用多年，均獲得良好之成果；原創作者認為對非營利組織更加具有效用，它不單只可以作為組織的績效衡量工具，更可將相關指標聚焦於組織策略，幫助組織在經營管理上更有效能。 本研究試以平衡計分卡之精神及架構；透過次級資料分析法、深入訪談法及多重個案分析法，探討台北市四家兒童及少年安置及教養機構（育幼機構）的經營管理作為符合平衡計分卡精神之程度，以驗證平衡計分卡之精神作為育幼機構策略性績效管理工具之適用性為何？倘若組織之經營管理作為兼具財務、顧客、內部流程及學習與成長四大構面的均衡發展，愈能聚焦於組織策略，且彼此之間連結密切良好，其經營績效應具有更良好的成果；依其經營績效表現程度之差異作為依據，若經營績效較優者，其經營管理作為符合平衡計分卡精神程度越高時，則表示平衡計分卡精神適用於育幼機構。以下為本研究之結果： 一、 研究發現： （一） 全部機構在經營管理作為上均具有平衡計分卡四大構面之精神去執行業務。經營績效越優者，其經營管理作為符合平衡計分卡精神程度則越高。 （二） 主管機關評鑑內容也有納入平衡計分卡之精神，但在機構的使命及策略方面較為缺乏。 （三） 經訪問結果顯示，個案機構負責人均認為平衡計分卡之精神適合育幼機構作為策略性績效管理工具；另一家機構認為可以吸取它的精神，惟績效衡量指標則因機構使命及願景的不同而需要另行訂定。 二、 研究結論： （一） 平衡計分卡之精神適用於兒童及少年安置及教養機構，惟各構面之績效管理要素不盡相同。 （二） 平衡計分卡可作為兒童及少年安置及教養機構整體性的績效管理工具。 （三） 由於大部分機構的財務均仰賴外界的支援，所以在顧客構面必須要考慮捐助者構面，在管理作為上有所衡量，以吸引捐助者的資源及授權。 三、 對後續研究之建議：本研究只就平衡計分卡之精神對育幼機構在經營管理之適用性進行初步探討，其結果雖然是正面的，但仍有待各界先進以其他研究方法加以深入研究，使平衡計分卡適用於育幼機構之理論更加完備。 關鍵詞：非營利組織、安置及教養機構、平衡計分卡、績效管理、策略管理。 / 無

本研究旨在分析不同背景變項之學前幼兒，其父母教養態度、親子互動與幼兒情緒能力的差異情形；另外亦試圖瞭解學前幼兒父母之教養態度、親子互動對幼兒情緒能力的預測力。 本研究採用問卷調查法，研究工具包含「父母教養態度量表」、「親子互動量表」，以及「幼兒情緒能力發展量表」。研究對象採用分層隨機抽樣方式，於台北市12個行政區進行抽樣，最終取得公、私立幼稚園217位4-6歲之學前幼兒其父母填答的問卷；所得問卷以敘述性統計、單因子變異數分析、階層迴歸分析等統計方法進行資料分析主要研究結果及發現總結如下： 一、幼兒整體情緒能力為中上程度，以「情緒察覺與辨識」之能力表現最好，「情緒理解」與「情緒表達」均較「情緒調節」佳。 二、父母在教養態度四個類型中以「專制威權型」最多，「忽視冷漠型」最少。 三、父母與幼兒的親子互動關係偏向「情感性」，有良好的互動情形。 四、不同職業的母親，在教養態度的「專制權威」、「忽視冷漠」兩個層面有顯著差異。母親的職業為家管較傾向「專制權威型」；職業是服務業的母親傾向「忽視冷漠型」。 五、不同「家庭每月總收入」之家庭，在整體教養態度及「開明權威」層面達顯著差異；每月總收入愈高之父母，愈能採取「開明權威」之教養態度。 六、「5~6歲」幼兒「情緒調節」能力優於「4~5歲」，女童在情緒能力整體、「情緒察覺與辨識」、「情緒的調節」層面顯著優於男童。 七、「父母教養態度」、「親子互動」對幼兒的情緒能力有顯著預測力。父母教養態度中之「開明權威」型和親子互動之「情感性」層面能顯著預測幼兒情緒能力中之「察覺與辨識」、「情緒表達」與「情緒調節」，且皆為正向影響。「忽視冷漠型」之父母教養態度對情緒能力中的「情緒理解」能力有顯著預測力，且是負面影響。 最後，本研究根據分析結果，提供相關建議給家長、教育工作者、教育單位及未來欲從事相同主題之研究者。 / The main purposes of this research were to analyze the data of the "Parents’ Rearing Attitudes", "Parent-Child Interaction", " Children’s Emotional Competence" between different backgrounds; explore the predictive power of the Parents’ Rearing Attitudes, Parent-Child Interaction on Children’s Emotional Competence. To accomplish these purposes, the methods adopted were using a questionnaire to collect data. Three scales were used to measure the following constructs: "Parents’ Rearing Attitudes Scale", "Parent-Child Interaction Scale" and "Children’s Emotional Development Scale". The samples in this survey consisted of 217 kindergarten children with the age from 4 to 6 years old and their parents’ from public and private schools in Taipei. The data was analyzed by "Mean”, "Standard Deviation", "One-Way ANOVA" and "Multiple Regression Analysis". The main results are as follows: 1. The overall emotional competence performance of the children are at the middle-up level, the “Emotional Awareness and Recognition" level have the best performance, better than '' Emotional Understanding" and "Emotional Expression", " Emotional Regulation " has the lowest performance level. 2. Of the four types of Parents’ Rearing Attitudes, the most adopted is the "authoritarian" type, the least adopted is the "neglectful" type. 3. There are good interaction between parents and child, and the interactions tend to be "emotional". 4. There are significant differences in the Parents’ Rearing Attitude type ("authoritarian" or "neglectful") when the mother has different occupation. Housewives tend to have a more "authoritarian" Parents’ Rearing Attitude, while mothers in the services sector tend to be more "neglectful". 5. There are significant differences in the overall Parents’ Rearing Attitude and the "authoritative" Parents’ Rearing Attitude when there are differences in monthly income. Families with higher monthly income tend to have "authoritative" Parents’ Rearing Attitude. 6. The ''Emotional Regulation Competence '' of 5 to 6 year olds is better than than 4 to 5 years olds. The overall emotional competence '' Emotional Awareness and Recognition", ''Emotional Regulation '' levels of girls are significant better than boys. 7. The emotional competence of young children could be predicted by the parents’ Rearing Attitude and ''Parent-Child Interaction''. The ''authoritative'' factor of parents’ Rearing Attitude and the ''affective" factor of Parent-Child Interaction '' Emotional Awareness and Recognition" , ''Emotional Expression" and “Emotional Regulation '' of the emotional competence of young children , and the “neglectful” factor of parents’ parenting attitude was predictive of '' Emotional Understanding” and has a negative impact.

京都大学 / 0048 / 新制・論文博士 / 博士(情報学) / 乙第13185号 / 論情博第95号 / 新制||情||116(附属図書館) / 京都大学大学院教育学研究科教育科学専攻 / (主査)教授 石田 亨, 教授 守屋 和幸, 美濃 導彦 / 学位規則第4条第2項該当 / Doctor of Informatics / Kyoto University / DFAM

本研究旨在探討國民中學校長教學領導、教師領導與家庭教養文化對學生表現之影響。首先，要了解國民中學校長教學領導與教師領導之現況；其次，探討不同家庭背景學生對家庭教養文化知覺的差異情形；再者，分析校長教學領導、教師領導、家庭教養文化與學生學業成就之間的相關情形；最後，利用結構方程式以校長教學領導與家庭教養文化為外衍變項；學校文化、學生參與和認同與學生學業成就為內衍變項，探討各變項之間的直間接效果，並找出對學生表現預測力最強的因素。 本研究以九十五學年度台南市立國民中學之教師與學生為研究對象，並以研究者譯自國外重要問卷編制而成之「學校情形與領導調查問卷」和「學生參與和家庭環境調查問卷」為研究工具，有效樣本為858份，包括教師236位與學生622位。根據受試者之填答結果再分別以平均數、標準差、單因子變異數分析、皮爾遜積差相關以及結構方程模式（SEM）等統計方法，進行資料處理分析。 本研究獲致之結論如下： 一、 國民中學教師對校長教學領導之知覺為中度表現。 二、 國民中學教師對教師領導之知覺為中度表現。 三、 不同家庭背景之國民中學學生對於家庭教養文化的知覺有顯著差異。 四、 國中校長教學領導與學生學業成就有正相關。 五、 國中教師領導與學生學業成就有正相關。 六、 家庭教養文化與學生學業成就有正相關。 七、 本研究所假設的結構模型在LISREL整體適配度考驗下，為一可接受模型，並可顯示出各變項之間的直間接效果。尤其，家庭教養文化對於學生表現有高度的預測力；而校長教學領導與教師領導必須透過學校文化才能對學生表現造成顯著影響。 最後，根據研究結果提出具體建議，以作為教育行政主管機關、國民中學校長、教師、家長以及未來相關研究之參考。 / The Study of the Effects of Junior High School Principal Instructional Leadership, Teacher Leadership, and Family Educational Culture on Student Performances The goal of the study is to explore the relationship among junior high school principal instructional leadership, teacher leadership, family educational culture and student performances. First of all, to understand the common situation of principal instructional leadership and teacher leadership in Tainan municipal junior high school. And then, to explore the differences between students’ perceptions toward family educational cultures and students’ family backgrounds, including brother and sisters’ number in family, family organization type, parents’ education degree, and parents’ occupation. Next, to analyze the correlation between principal instructional leadership ＆student achievement, teacher leadership＆student achievement, and family educational culture＆student achievement. Finally, to use the Structural equation modeling to exam the feasibility of the hypothetical model, and through the path analysis to find out the direct and indirect effects between each variable. There were 858 valid cases, including 236 teachers and 622 students. The returned data were analyzed by statistical methods such as “ Mean”, “Standard Deviation”, “One-Way ANOVA”, “Pearson’s Product-Moment Correlation”, and“ Structural Equation Modeling”. The major results were summarized as follows: 1. The entire performance of principal instructional leadership in Tainan municipal junior high school is at middle degree. 2. The entire performance of teacher leadership in Tainan municipal junior high school is at middle degree, too. 3. There are obvious differences between students’ perceptions toward family educational cultures and students’ family backgrounds. 4. There is a positive correlation between principal instructional leadership and student achievement. 5. There is a positive correlation between teacher leadership and student achievement. 6. There is a positive correlation between family educational culture and student achievement. 7. Through the LISREL test, improving the hypothetical model in our research could be acceptable, and it could show the direct and indirect effects between variables. We also find out that family educational culture is the most powerful predicator to student performances in the study. At last, to bring up some concrete suggestions according to the study outcomes as references for governmental institution for education, junior high school principals, junior high school teachers and parents, and correlated study in the future.

本研究旨在探討閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係。研究參與者來自台北市的國小中、高年級，有效樣本計374人。本研究所採用的研究工具包括「科技創造力測驗」、「家庭閱讀環境量表」、「班級閱讀環境量表」、「兒童玩興量表」及「父母創意教養量表」。資料分析所用之統計方法包括描述統計、單因子多變量變異數分析及線性結構模式分析。 本研究主要發現如下： 1.不同性別的三、五年級學童對家庭閱讀環境、班級閱讀環境、玩興的知覺皆無差異，但在父母創意教養的知覺上和科技創造力的表現上卻有差異。三、五年級女童對於父母創意教養的感知程度皆些微地優於男童；而三、五年級男童在整體創造力測驗上皆優於女童，且五年級男童比女童有更好的「視覺造型」表現。 2.不同年級的三、五年級學童在家庭閱讀環境、班級閱讀環境、玩興、父母創意教養的知覺程度上和科技創造力的表現上有顯著差異。五年級學童除了在科技創造力的表現上有高於三年級學童的傾向外，在閱讀環境、玩興、父母創意教養的知覺程度上皆有低於三年級學童的傾向。 3.三、五年級學童的家庭閱讀環境對其整體科技創造力表現分別有些微和明顯的正效果，而五年級學童在「精進力」指標的表現尤其顯著。 4.三年級學童的班級閱讀環境對其整體科技創造力表現有正效果，反之，五年級則無。而三年級學童在「視覺造型」指標的表現尤其顯著。 5.三、五年級學童的玩興對其整體科技創造力表現皆有正效果。三年級學童在「精進力」、「視覺造型」指標的表現較顯著，五年級則在「流暢力」、「精進力」上較顯著。 6.五年級學童的父母創意教養對其整體科技創造力表現有正效果，但三年級學童只對「視覺造型」指標之表現有正效果。而五年級學童在「精進力」指標之表現尤其顯著。 7.家庭閱讀環境、班級閱讀環境、玩興、父母創意教養似乎對三年級學童的「視覺造型」指標較有預測效果，而對五年級學童則是在「精進力」指標較有效果。 8.三、五年級學童皆透過閱讀環境、父母創意教養，先對玩興產生直接或間接效果，然後才對學童科技創造力產生間接的影響效果。 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，以供教育、心輔等相關人員在課程、教學與輔導上之參考。 / The main purpose of this study was to explore the relationships among reading environment, playfulness, creative parenting, and technological creativity of the third and fifth graders. The participants included 374 pupils from the elementary schools in Taipei City. The employed instruments in this study were the Test of Technological Creativity, the Inventory of Reading Environment in Family, the Inventory of Reading Environment in the Classroom, the Inventory of Playfulness, the Inventory of Creative Parenting. The employed analysis methods included Descriptives, One-Way Multiple Analysis of Variance, and Structural Equation Modeling. The main findings of this study were as follows: 1.While the girls of the third and fifth graders perceived higher degree of creative parenting than did the boys, the boys outperformed the girls in technological creativity, especially in the “visual design”. No gender differences in reading environment and playfulness were found, however. 2.There were significant grade differences in reading environment, playfulness, creative parenting, and technological creativity. More specifically, the fifth graders outperformed the third graders in technological creativity, but perceived lower degree of reading environment, playfulness, and creative parenting than did the third graders. 3.The third graders’ reading environment in family had a little positive effect on their performance of technological creativity. One the contrary, the fifth graders’ reading environment in family had a great positive effect on their performance of technological creativity, especially on that of “elaboration”. 4.The reading environment in the classroom had a positive effect on the third graders’ performance of technological creativity, especially on that of “visual design”. Such an effect, however, was not found among the fifth graders. 5.Playfulness had significant effects on both the third and fifth graders’ performance of technological creativity. More specifically, playfulness had positive effects on the scores of “elaboration” and “visual design” among the third graders and had positive effects on those of “fluency” and “elaboration” among the fifth graders. 6.Creative parenting had a positive effect on the fifth graders’ overall performance of technological creativity as well as on the score of “elaboration”. However, the positive effect of creative parenting was only found on score of “visual design” in the third grade. 7.While reading environment, playfulness, and creative parenting were effective predictors of the third graders’ performance in “visual design”, they were effective predictors of the fifth graders’ performance in “elaboration”. 8.The findings in this study suggest that the third and fifth graders’ personal trait of playfulness directly influence their development of technological creativity; meanwhile, their reading environment and creative parenting may influence their development of technological creativity directly or indirectly via playfulness. Finally, the researcher proposed some suggestions for educational instructions and future studies.

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.

本文主要探討蔣中正於1930～1937年之間如何型範其建構現代國家的模式。此期間在完成北伐後對中共展開軍事圍剿，他試圖融合中國傳統社會控制方法與現代西方觀念，展開一連串政治、社會、經濟等層面的改革，從中體現了現代國家的建構過程。江西省作為對中共軍事圍剿的中心，在熊式輝主政下施行一系列地方政治改革措施，其中包含了許多傳統的中國社會控制方式，而正也體現了蔣中正其有關地方政治改革觀念。同時，江西省的農村與同時期中國其他省份農村，均面臨了嚴重的經濟與社會危機，江西農村在當時更成為毛澤東建立革命根據地並成功動員農民的大本營，並且展現了毛澤東建構現代國家的另一種模式。所以分析江西為何能夠成為中共進行武裝革命的重要根據地，以及其能成功動員農民的主要動力何在，成為理解蔣中正據以提出其著名的「三分軍事，七分政治」策略的重要原因。因此，江西省政府於1930年代進行一連串的地方政治改革，分析其方案內容以理解蔣中正對於地方政治改革與建構現代國家之間的關係。對蔣中正而言，進行地方政治改革的主要目的是為了擴張與強化國家對基層社會之基礎控制能力，借以強化對農村社會的控制。但為使改革成功而必須適應中國之國情，因此蔣中正採借了中國傳統帝國時期有關農村社會控制與動員的手段，例如保甲制度、團練與強調恢復傳統道德精神的新生活運動等。其後，蔣中正以江西省的實際作法與成功經驗作為其掌握國家權力後的具體施政參照，例如1939年對日抗戰期間國民政府毅然決定全面革新進行縣政制度，也反映了相同的政治改革邏輯。在蔣中正的政治改革理念中，不僅反映了傳統與現代性之間的掙扎、反抗與妥協，衝突、轉化與融合，並且有意或無意地採取了中國特有的習慣與制度，從而體現了現代性的多元特性。 / This dissertation focuses on the ideas and mode of how Chiang Kai-shek build the modern state in 1930-1937. In this period, he tried to integrate traditional Chinese social control methods and modern Western concepts, and launched a series of political, social, economic and other aspects of the reform. However, in the period of 1930-1937. Which embodies the construction of the modern state process. Jiangxi Province as the center of the Chinese military siege before 1935, Xiong Shi-hui implement a series of local political reform measures which contains many of the traditional Chinese social control, Chiang Kai-shek is the best embodiment of the concept of local political reform. At the same time, rural areas in Jiangxi Province and other provinces in China in the same period were facing serious economic and social crises. At that time, the rural areas in Jiangxi Province became Mao Zedong's revolutionary base areas and the headquarters where successfully mobilized the peasants, moreover, Mao Zedong to show the construction of a modern state of another model. Therefore, the analysis of why Jiangxi could become an important base for the armed revolution in China, its main motivation to mobilize the peasants, became an important reason for Chiang Kai-shek to put forward his famous "three points military, seven political" strategy. Therefore, the Jiangxi provincial government in the 1930s to carry out a series of local political reform, analysis of its program content to understand the Chiang Kai-shek for local political reform and the construction of the relationship between the modern state. For Chiang Kai-shek, the purpose of local political reform is to expand and strengthen the country's basic control of grass-roots level of social control, but to make the success of the reform must adapt to China's national conditions, so he adopted the traditional society of social control and mobilization means, such as the system of “Bar-jia”, “Tuan-Lian”(militia) and the new life movement which that emphasizes the restoration of the traditional moral spirit. The practices and successful experience of Jiangxi become an important reference after Chiang Kai-shek take the political power of nation, for example, he decided to conduct a comprehensive reform of the county system during the Sino-Japanese war in 1939, which that also reflects the same logic of political reform. In Chiang Kai-shek's ideas of political reform, not only reflects the struggle between tradition and modernity, resistance and compromise, bat also conflict, transformation and integration. At the same time, in his ideas had adopted China's unique habits and institutions intentionally or unintentionally, thus reflecting the characteristics of modernity multivariate.

本研究主要基於環境脈絡對創造力發展之重要性，並從發展的角度來探討原住民學生的創造力，主要探討處於截然不同文化脈絡中的原住民，其環境因素如何影善其創造力的發展；了解原住民學生的創造力、影響創造力發展的環境因素之現況，並探討人口變項（年級、性別）及環境知覺變項（學生知覺其最喜歡的一位老師的「教師教學創新行為」、「父母教養態度」、「環境支持」－社會支持及創新支持）與創意經驗、圖形／語文創造思考能力的關係。 　　本研究以臺灣地區國小、國中、高中（職）原住民學生為取樣對象，有效樣本共646名（國小男117，女137；國中男149，女129；高中（職）男64，女50）。所使用的研究工具包括「創意經驗開放問卷」、「生活經驗量表」、「我的老師」問卷、「我的父母」問卷、「環境支持量表」。研究中使用之統計方法包括因素分析、信度分析、變異數分析、皮爾森積差相關、典型相關等。本研究主要結果如下： 　　一、原住民學生很少有創意經驗，其中(1)較常有的創意生活經驗是「開放心胸」、「生活風格的變化」、最少有的是「電腦程式設計」，整體而言，女生多於男生。(2)在「得獎獲選次數」部分，超過20%的學生有得獎或獲選：班級幹部、體育、孝悌楷模等、歌唱、繪畫、作文之經驗，整體而言，女生多於男生。(3)在創造思考能力部分：年級愈高，女生在「圖形創造思考能力」的分數愈高，且不論在那一個年級，女生皆高於男生。在「語文創造思考能力」部份，年級愈高，男、女生的分數都愈高；不論在那一個年級，女生皆高於男生。 　　二、原住民拳生之創意經驗與創造思考能力之相關中，(1)九類創意生活經驗中，除「電腦程式設計」以外，其餘皆與圖形、語文創造思考能力有顯著的正相關，且與「語文創造思考能力」的相關皆高於與「圖形思考能力」的相關。(2)「得獎獲選次數」與圖形、語文創造思考能力有顯著的正相關。 　　三、在年級與創造力的關係中：(1)高中（職）學生比國小、國中學生有較多的「運用新知精益求精」、「開放心胸」、「製造驚喜意外」、「舊瓶新裝」、「得獎獲選次數」等創意經驗；(2)國小、國中畢生皆比高中（職）學生有較多的「電腦程式設計」經驗；(3)高中（職）李生的比國小學生有較高的圖形、語文創造思考能力。 　　四、在性別與創造力的關係中：(1)女生比男生有較多的「運用新知精益求精」、「表演藝術創新」、「視覺生活的設計」、「開放心胸」、「得獎獲選次數」等創意經驗；(2)男生比女生有較多的「電腦程式設計」經驗；(3)女生比男生有較高的圖形、語文創造思考能力。 　　五、在學生知覺其最喜歡的一位老師的「教師教學創新行為」方面(1)學生知覺其最喜歡的老師在教學上的確有一些創新行為；不同年級在這種知覺上並沒有顯著差異，女生則比男生知覺到更多老師在教學上的創新行為。(2)學生愈是知覺到其最喜歡的老師在教學上有創新行為，其各種創意生活經驗也愈多，但年級愈高，相關的情形愈少，所有達顯著的相關係數中，以與「運用新知精益求精」最高，且女生的相關係數大致比男生高；(3)學生愈是知覺到其最喜歡的老師在教學上有創析行為，其得獎獲選次數愈多，尤以國小女生為然；(4)學生愈是知覺到其最喜歡的老師在教學上有創新行為，其圖形、語文創造思考能力愈高，尤以國中男生為然。 　　六、在學生知覺的「父母教養態度」方面：(1)學生知覺其父母教養態度還算重視成就要求盡力、積極教養主動參與，且「重視成就要求盡力」高於「積極教養主動參與」，國中學生知覺到的父母教養態度平均數是最低的；(2)學生知覺其父母教養態度愈是「重視成就要求盡力」、「積極教養主動參與」，其各種創意生活經驗也愈多，但年級愈高，相關的情形愈少，高中（職）女生甚至愈是知覺到父母「重視成就要求盡力」的態度，其「電腦程式設計」經驗愈少；(3)學生知覺其父母教養態度愈是「重視成就要求盡力」、「積極教養主動參與」，其得獎獲選次數愈多；(4)學生知覺其父母教養態度愈是「重視成就要求盡力」，其圖囤形、語文創造思考能力愈高。 　　七、在學生知覺的「社會支持」方面： 　　（一）在一般社會支持方面 　　(1)畢生知覺其一般社會支持以朋友支持最多、家庭支持次之、學校支持最少。(2)學生知覺受到愈多一般社會支持，其各種創意生活經驗也愈多，但年級愈高，相關的情形愈少，甚至出現負相關：高中（職）男女生的「學校支持」愈多，圖形、語文創造思考能力愈低；此外，「家庭支持」、「學校支持」愈多，「生活風格的變化」經驗愈多；「朋友支持」愈多，「運用新知精益求精」經驗愈多；(3)學生知覺受到愈多一般社會支持，其得獎獲選次數愈多，且以「朋友支持」最明額；(4)學生知覺受到愈多社會支持，其圖形、語文創造思考能力高，但三種支持中只有「朋友支持」愈多時，圖形、語文創造思考能力會愈高。 　　（二）在「創新支持」方面： 　　(1)學生知覺其創新支持以朋友支持最多、家庭支持次之、學校支持最少；年級愈高，朋友支持愈多；年級愈小，學校支持愈多；(2)李生知覺受到愈多創新支持，其各種創意生活經驗也愈多，但年級愈高，相關的情形愈少，甚至出現負相關：高中（職）男生的「學校創新支持」愈多，「電腦程式設計」經驗愈少，高中（職）女生的「學校創新支持」愈多，語文創造思考能力愈低；此外「家庭創新支持」愈多，「科學的創新的問題解決」經驗愈多；「朋友創新支持」愈多，「運用新知精益求精」、「開放心胸」經驗愈多；「學校創新支持」愈多，「生活風格的變化」經驗愈多；(3)學生知覺受到愈多創新支持，其得獎獲選次數愈多，且以「朋友創新支持」最明蘋；(4)學生知覺受到愈多創新支持，其語文創造思考能力愈高，但三種支持中只有「朋友創新支持」愈多時，語文創造思考能力會愈高。 / 646 aborigine students in elementary school (grade 5-6), junior high school(grade 2), and senior high school (grade 2)were studied to examine the relationship between grade, sex, social-environmental factors and creativity. Creativity were measured as creative experiences and creative thinking ability. Results indicated that elder students showed higher creativity than the younger ones andthat girls tender to be more creative than boys.There is a largely significant correlation between teacher creative behaviors, parenting style, social support which aborigine students perceived and their creativity.

本研究之目的是以個人與環境契合理論探討青少年的能力與外在要求是否契合，以及其需求與外在資源問的契合，由契合狀態顯示青少年的適應。而父母教養態度又與青少年的適應有關聯，因此，研究目的又欲呈現在青少年與外在環境的互動中，其所知覺之父母教養態度對其個人與環境之契合有何影響，如何影響，而此一影響結果是否會改變孩子對父母教養態度的知覺，父母教養態度在孩子的適應上扮演什麼角色。 　　首先根據父母管教態度問卷將受訪者區分為正向父母管教態度組以及負向父母管教態度組，再利用深度訪談收集資料。從十個個案分析結果發現，父母教養態度係經由孩子的主觀知覺影響孩子的契合狀態，亦即，當孩子面對一環境事件，他對此事件的知覺與對自己的知覺決定其個人與環境是否契合，契合狀態以及對事件、對自己的知覺影響孩子選擇之因應或防衛方式，因應或防衛的結果，可能會改變孩子的契合狀態；而父母親對於此事的態度，孩子對父母親態度的知覺，亦如同一環境事件，形成外在要求或外在資源，影響孩子在此事件上的契合。其中孩子知覺之父母教養態度、孩子對事件與對個人的知覺以及因應與防衛均會相互影響，又共同作用於孩子的契合。 　　父母教養態度經由上述歷程影響孩子的適應，而不同的父母教養態度也會對孩子的適應造成不同影響。研究結果顯示，當孩子知覺父母的教養態度是關懷、寬嚴適中、適中限制、民主、協助、建議、愛護、誘導、獎勵、一致、親子認同等積極性教養態度，會促使孩子之個人與環境契合，有利於孩子的適應；當孩子知覺父母的教養態度是嚴格、控制、忽視、矛盾、獎懲無常、期待、紛歧等消極性教養態度時，會擴大孩子的不契合，不利於孩子的適應。正向父母管教態度組之個案知覺到較多積極性父母教養態度，負向父母教養態度組知覺到較多消極性父母教養態度。 　　整體而言，本研究累積十位個案的資料，藉以呈現父母教養態度對青少年期孩子生活適應影響之面貌，其中以正向與負向父母管教態度組相對照，有助於了解那種父母教養態度有利於孩子的適應，那些父母教養態度不利於孩子的適應，同時顯現其作用歷程。

University of Macau / Faculty of Education