本研究旨在探討大學生的生活壓力、心理資本及憂鬱之關係。受試者為國立政治大學與國立交通大學的大學生，有效樣本為631人。本研究採問卷調查法施以生活壓力量表、心理資本量表及臺灣憂鬱症量表，使用的資料分析方法包括：t考驗、單因子變異數分析、因素分析、及結構方程式模型。本研究主要發現如下： 一、在背景變項方面： （一）不同性別大學生在「生活壓力」與「憂鬱」上有顯著差異。 （二）不同年齡大學生在「生活壓力」上有顯著差異。 （三）不同年級在各背景變項上皆無顯著差異。 （四）不同學院在各背景變項上皆無顯著差異。 二、在結構模式方面： （一）生活壓力對心理資本有直接負向效果。 （二）生活壓力對憂鬱有直接正向效果。 （三）心理資本對憂鬱有直接負向效果。 （四）生活壓力能直接影響憂鬱，也能透過心理資本間接影響憂鬱。 / The main purpose of this study was to explore the relationships among life stress, psychological capital, and depression of College students. The participants included 631 college students sampled from National Chengchi University and National Chiao Tung University. The data was collected by questionnaires, including the Stress Scale, the Psychological Capital Scale, and the Taiwan Depression Scale. Moreover, the data were analyzed by t-test, one-way ANOVA, factor analysis, and SEM. The main results were summarized as follows: About the background variables: 1.Students with different gender were significantly different in the scores of life stress and depression. 2.Students with different grade were significantly different in the scores of depression. 3.Students with different age were not significantly different in the scores of background variables. 4.Students with different faculty were not significantly different in the scores of background variables. About the structural model: 1.Life stress had negative influence on psychological capital directly. 2.Life stress had positive influence on depression directly. 3.Psychological capital had negative influence on depression directly. 4.Life stress had influence on depression directly, and it also affected depression through psychological capital.

2008年全球金融海嘯之後，製造業隨著產品的生產變成大批量定制方式，產品的利潤空間越來越受到擠壓，而服務價值所佔的比重需求越來越大，因此服務的增值變成傳統製造業所追求的重點，而逐漸形成製造與服務相融合的新產業形態－服務型製造。服務型製造商向客戶提供的不僅僅是產品，還包括產品的服務，或整體解決方案，也包括圍繞產品生產的各類服務。 透過本研究所設計中國大陸製造業服務化問卷調查，收集到 205 家企業總經理或總經理指定的發言人的意見。以產業組織理論中著名的「結構－行為－績效模型（Structure－Conduct－Performance Paradigm, SCP）」理論，做為製造業服務化的模型，並以結構方程模型(SEM)作為實證工具，檢驗五個假說： H1：製造業環境因素影響製造業服務化需求程度 H2：市場結構集中度愈大，製造業服務化需求程度愈小 H3：企業愈重視製造業服務化，其品牌形象則愈高 H4：製造業服務化程度愈高，則銷售業績會提高 H5：企業品牌形象愈高，則銷售業績會提高 實證結果顯示H1及H4不成立，而H2、H3及H5成立。由假說二成立顯示市場結構和製造業服務化之間存在負向關係，意即市場集中度愈小的廠商愈有傾向採行製造業服務化，而影響是否採行製造業服務化的因素。假說三及假說五的成立說明製造業服務化對銷售業績並未有直接關連，而是透過影響品牌形象後而增加銷售業績，因此存在著間接關係。 而造成製造業服務化與經營績效的因果關係之關鍵因素，本研究實證指出產品複雜度為市場結構構面中影響最大的因素；製造業服務化構面則以品牌行銷影響力最大，至於品牌形象構面因素中以公司形象最具影響力；而業績銷售構面則以營業淨利及營業額成長同樣重要。

本研究的主要目的是藉由實徵的PISA資料庫資料將多層次結構方程式模型的方法學介紹到台灣的教育領域。多層次結構方程式模型適合應用在大型且具階層或巢狀結構的資料，可以解決因群集性抽樣設計所導致的樣本點相依的問題。 本研究中包含三個小研究。在研究一中，實徵的資料經由多層次結構方程式模型步驟化的分析，並與傳統的結構方程式模型的分析結果相互比較。一共有五個構念及其測量指標從PISA 2003資料庫中被選取來建構多層次結構方程式模型。樣本包含948個學校共26,884位15歲來自加拿大的學生。研究結果顯示某些結構係數的正負向關係在組內層次與組間層次是十分不同的，這也彰顯出多層次結構方程式模型與傳統結構方程式模型比較下的價值。研究一的發現指出，在數學興趣與數學工具性動機控制的條件下，教師的支持對學生的數學成績及數學自我效能在組間層次並無效果，但教師的支持對學生的數學自我效能在組內層次具有正向顯著的效果。此外，除了在組間層次上數學興趣對數學成績有顯著的負向效果以及數學工具性動機對數學自我效能沒有顯著效果外，數學興趣與數學工具性動機對數學成績及數學自我效能具有顯著的正向效果。另外，數學成績對數學自我效能具有很大的效果，特別是在組間層次。 在研究二中，藉由評估跨越不同層級二樣本大小（即120、240、360、480、600、720、840、948個學校）時的模式適配度及參數估計值的穩定性，來決定一個最小較佳的層級二樣本數相對於層級二估計參數數目的比值。研究結果顯示，該比值大約至少8：1是較可以被接受的結果。在研究三中，藉由多群組多層次結構方程式模型進行跨國家的比較。根據研究二的較佳最小比例以及亞洲國家在PISA 2003資料庫中有限的層級二樣本數，一個將焦點集中在數學興趣對數學成績的不同層次預測關係之新多層次結構方程式模型被提出。由再次隨機取樣的加拿大145所學校作為西方國家的代表樣本，而由只有143所學校的日本樣本作為東方國家的代表。研究結果顯示，跨越加拿大與日本樣本，在任一層級中出現十分不同的預測效果。數學興趣對數學成績的預測效果在加拿大樣本中的兩層級皆是正向地顯著，但在日本樣本中卻都是負向地顯著。這意謂著未來某些重要的教育及心理學變項之間關係的跨國研究應該在被重視。 / The main purpose of this research was to introduce multilevel structural equation modeling methodology to Taiwan education field by applying empirical example from PISA 2003 database. Multilevel structural equation modeling was suitable to be applied to the large-scale and hierarchical or nested data structure. It could solve the problem of dependency among sample units resulted from clustered sampling design. There were three studies in the research. In study one, the empirical data dealt with multilevel structural equation modeling analysis was undertaken step by step and compared with conventional structural equation modeling analysis. There were five constructs and their measurement indicators from PISA 2003 database mapped to form the multilevel structural equation model. The sample was 948 schools with 26884 15-year-old students from Canada. The result showed the valences of some structural coefficients were quite different in between-level and within-level structural equation models, which characterisized the value of multilevel structural equation modeling when compared with the outcomes from conventional structural equation modeling analysis. The findings of study one indicated that teacher support had no effect on students’ mathematics grades and mathematics self-efficacy in between-level part but had a significant positive effect on mathematics self-efficacy in within-level part when both interest in mathematics and instrumental motivation to mathematics grades were considered in the model. Besides, interest in mathematics and instrumental motivation had positive effects on mathematics grades and mathematics self-efficacy except for negative effect from interest in mathematics to mathematics grades and no effect from instrumental motivation to mathematics self-efficacy in between-level part. In addition, mathematics grades had great influences on mathematics self-efficacy, especially in between-level part. In study two, a better minimum ratio of the number of level-2 units relative to the number of parameter estimates in between-level part was searched by evaluating the model-fit and stability of parameter estimates across several Canada samples with 120, 240, 360, 480, 600, 720 ,840, and 948 schools. The result showed that the ratio at least about 8:1 was appreciated. In study three, cross-national comparisons were processed by multiple group multilevel structural equation modeling. Based on the better minimum ratio from study two and limited level-2 sample sizes from Asian countries in PISA 2003, a new multilevel structural equation model was proposed focusing on the structural coefficient of mathematics grades regressed on interest in mathematics in each level. A random resampling Canada sample with 145 schools was served as the representative of the West nations and the Japan sample with only 143 schools was on behalf of the East nations. The result showed that quite different predictive effect in either level across the Canada sample and the Japan sample. The predictive effects of the interest in mathematics to mathematics grades were positively significant in the Canada sample in each level but were negatively significant in the Japan sample in each level, which implied that cross-national studies in some important relationships among educational and psychological variables should be emphasized in the future.

近年來，大型資料庫的建制與分析逐漸成為一種教育研究趨勢，本研究即以PISA 2003資料庫為例，目的是建立影響數學成就的結構方程式模型。在評閱相關文獻後，研究者採用內在動機、工具性動機、數學焦慮、自我概念與數學成就等變項，探討之間的影響關係模型。此外，為使本研究所建立的模型具有模型穩定之證據，因此，將有效樣本隨機分割為建模樣本與驗證樣本，進行最終模型的交叉驗證。 據此，本研究首先使用描述性統計以瞭解香港學生的整體表現傾向，其次，透過探索性因素分析確立研究問卷的信效度，最後，以結構方程式模型建立模型並交叉驗證。資料蒐集對象為香港十五歲之在學學生，有效樣本達4,389位。 依據統計分析結果顯示，內在動機與工具性動機對數學成就沒有直接影響效果，但是內在動機與工具性動機透過數學焦慮及自我概念對數學成就產生間接影響，本研究歸納出七點結論茲分述如下： 1.工具性動機較內在動機更為強烈 2.數學焦慮在動機與數學成就間扮演中介變項之性質 3.自我概念在動機與數學成就間扮演中介角色 4.自我概念在數學焦慮與數學成就間扮演中介角色 5.在內在動機、工具性動機與數學焦慮中，工具性動機扮演負向壓抑變項角色 6.在內在動機、工具性動機與自我概念中，工具性動機扮演負向壓抑變項角色 最後，根據研究結果提出各項建議，以供教學實務上及未來研究參考。 / Recently, establishing and analyzing databases becomes a trend in the field of education research. This study took PISA 2003 database as an example to create a psychometric model of factors that influence mathematics achievement. Based on the literature review, the researcher decided to put influential factors, including intrinsic motivation, instrumental motivation, mathematics anxiety, self-concept, and mathematics achievement into the model. Afterwards, through cross-validation the present study had verified the model stability. In the aspect of statistic analysis, the descriptive static shows HK students’ general learning tendency. Moreover, the exploratory factor analysis confirmed the reliability and validity of the questionnaires. Lastly, the structural equation modeling(SEM) was used to set structural model. The valid samples were 4,389 15-year-old students. According to the results, intrinsic motivation and instrumental motivation had no direct effect on mathematics achievement and had indirect effect through mathematics anxiety and self-concept. The results were summarized as follows: 1.Students had more instrumental motivation than intrinsic one. 2.Mathematics anxiety was a mediator variable between motivations and mathematics achievement. 3.Self-concept was a mediator variable between intrinsic motivations and mathematics achievement. 4.Self-concept was a mediator variable between mathematics anxiety and mathematics achievement. 5.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and mathematics anxiety. 6.Instrumental motivation was a negative suppressor variable among intrinsic motivation, instrumental motivation, and self-concept. Finally, according to the findings, implications and suggestions for teaching of mathematics and future research were discussed.

在急速變遷與多元渾沌的現今，如何轉化複雜且遽增的壓力以提升個體本身的幸福感實屬一重要的議題。本研究主要目的在建立生活壓力、解釋風格與情緒幸福感的結構方程式模型，藉以探討之間的影響關係，進而瞭解解釋風格在這關係中所扮演的中介效果。 本研究以兩組各644位政治大學的大學生為研究對象，採問卷調查法施以生活壓力量表、解釋風格量表及情緒幸福感量表，使用的資料分析方法包括：t考驗、單因子變異數分析、因素分析、及結構方程式模型。本研究以第一組樣本探究不同性別與不同年級在研究變項上的差異，接著，經建構與修正模式後提出最終的關係模式，最後，以第二組樣本驗證最終模式的穩定性。主要結果茲分述如下： 一、在背景變項方面： (一)不同性別與不同年級大學生在「生活壓力」與「解釋風格」上有顯著差 異。 (二)不同性別與不同年級大學生在「情緒幸福感」上未有顯著差異。 二、在結構模式方面： (一)課業壓力、人際壓力對解釋風格有直接正向效果。 (二)課業壓力、人際壓力對情緒幸福感有直接負向效果。 (三)解釋風格對情緒幸福感有直接負向效果。 (四)人際壓力能直接影響情緒幸福感，也能透過解釋風格間接影響情緒幸福感。 (五)解釋風格在課業壓力與情緒幸福感間扮演完全中介變項的角色。 (六)最終模式的交叉驗證具有模式穩定性。 最後，根據研究結果提出建議，供諮商輔導實務及未來研究參考。 / With the rapid change and the multicultural context of the modern society, how to deal with the complicated and hastily increased stress and to promote people’s well-being is an important issue. The main purpose of this study is to construct the structural equation modeling (SEM) of stress, explanatory style, and emotional well-being. By this way, the researcher can explore the relationship among the three variables, and know the mediator variable of explanatory style. The participants were two groups of students at National Chengchi University, and each group included 644 college students. The data was collected by questionnaires, including the stress scale, the explanatory style scale, and the emotional well-being scale. Moreover, the data were analyzed by t-test, ANOVA, factor analysis, and SEM. The study, firstly, used the first group to explore the differences of gender and grade, and constructed the final structural model after setting and modifying model. Finally, the researcher used the second group to verify the stability of the model. The main results were summarized as follows: About the background variables: 1.Students with different gender and grade were significantly different in the scores of stress and explanatory style. 2.Students with different gender and grade were not significantly different in the scores of emotional well-being. About the structural model: 1.Academic stress and relationship stress had positive influence on explanatory style directly. 2.Academic stress and relationship stress had negative influence on emotional well-being directly. 3.Explanatory style had negative influence on emotional well-being directly. 4.Relationship stress had influence on emotional well-being directly, and it also affected emotional well-being through explanatory style. 5.Explanatory style was a mediator variable between academic stress and emotional well-being. 6.Through the cross-validation, the final structural model was of model stability. Finally, based on the findings of the study, the researcher made some practical strategies for counselor and some suggestions for further studies.

本研究之目的在於瞭解國民小學學生網路使用行為與網路閱讀素養之關係，採問卷調查法收集研究資料，以全臺灣各縣市之國民小學高年級學生為研究母群，進行分層隨機抽樣，共取得有效樣本1182人。 研究工具採用「網路使用行為問卷」、「網路閱讀素養問卷」，並以t 檢定、Pearson積差相關、迴歸分析等方法進行研究資料分析，最後以結構方程式模型建立網路使用行為與網路閱讀素養模型，研究結果如下： 一、性別在資訊瀏覽與搜尋活動、線上遊戲活動方面達顯著差異。 二、性別在整體網路閱讀素養上無顯著差異。 三、年級在訊瀏覽與搜尋活動、社群活動方面達顯著差異，在線上遊戲上無顯著差 異。 四、年級在整體網路閱讀素養上達顯著差異，六年級優於五年級。 五、結構方程式模型檢定資訊瀏覽與搜尋活動、線上遊戲活動對國小學生網路閱 讀素養有顯著的影響。 六、資訊瀏覽與搜尋活動能正向預測網路閱讀素養，線上遊戲對網路閱讀素養有 負向影響，社群活動對網路閱讀素養無顯著影響。 最後，根據研究結果提出各項建議，以供教學實務上及未來參考。 / This research aims to reveal the relationship between internet usage behavior and internet reading literacy of elementary school students. This study used a questionnaire survey method to collect data. The subjects were collected from the elementary school students in 2011 by the stratified random sampling. The total valid samples were 1182. The research instruments used in this study included "Internet Usage Behavior Questionnaire", and "Internet Reading literacy Questionnaire ". Meanwhile, the collected data were analyzed by descriptive statistic, the t-test and Pearson correlation and regression analysis. Lastly, data were analyzed with Internet Usage Behavior and Internet Reading Literacy by structural equation modeling. The main findings were as follows: 1.There existed gender differences on information browsing and search activities and online game. 2.There existed no gender differences on internet reading literacy. 3.There existed grade differences on information browsing and search activities, community activities, and no grade differences on online game. 4.There existed grade differences on internet reading literacy with girls performed better than boys. 5.Structural equation modeling (SEM) showed that information browsing and search activities and online game activities had a remarkable influence on the internet reading literacy of elementary school students. 6.The study had found that information browsing and search activities have a positive effect upon internet reading literacy, and online game have a negative effect upon internet reading literacy. Community activities had no influence on the internet reading literacy. Finally, according to the findings, implications and suggestions for teaching and future researches were discussed and proposed.

本研究以科技接受模型為基礎，企圖整合資訊品質、系統品質和網站服務品質作為認知有用性和認知易用性的前置變項，期待了解三種品質構面對科技接受模型的影響效果，藉以探討民眾在使用電子化政府入口網時，會受到何種網站品質的影響，增加其使用意圖，以獲得對電子化治理的相關理解。另外本研究並嘗試以形成性指標的方式建構三種品質構面，以修正過去文獻誤用品質構面為反映性指標的情形。 透過線上問卷系統*蒐集1459位民眾的意見後，本文的研究結果顯示對認知易用性影響最大者為網站服務品質，認知有用性則受到認知易用性最大影響。對使用意圖有最大影響者為使用者的態度。三種品質的形成性指標對品質構面皆可達到顯著，在解釋上較為符合品質構面應為形成性指標的建構形式。文後並提供了對政府建置政府網站的實務建議，希冀能夠對未來政府網站建置提供參考。 / Based on technology acceptance model(TAM), this study develops a reaserach model that integrate information quality, system quality and website service quality as antecedents of perceived usefulness and perceived ease of use. The purpose of study is to explore how the three quality might influence technology acceptance model, and what might strengthen user intention on e-government portal website. In addition, this study develops quality constructs as “formative-indicators”rather than reflective ones to correct the misuse of some literatures. The model is then tested using a sample of 1459 users from online survey and analyzed the data using structural equation modeling. The results show that(1) website service quality(WSQ) have the most effects on ease of use(EOU), and that (2)ease of use have the most effects on usefulness(PU). They also demonstrate that (3)attitude predit user intention the most. The significance illustrate logically the relation between formative-indicators of three quality and the constructs. Implications of this study for research and practice are presented.