國人自我贈禮的風氣方興未艾，但在資源的束縛與傳統價值觀的影響下，使得消費者不免陷於困窘之境，而本研究即欲探討消費者自我贈禮與消費罪惡感之間的關係。本研究目的有四：其一，瞭解國人引發自我贈禮的主要背景情境與動機，並試圖對自我贈禮加以分類，以求得主要的背景情境與動機所對應之自我贈禮類型；其二，發展消費罪惡感之構面與發生時機；其三，瞭解不同自我贈禮類型與消費罪惡感的對應關係；其四，探討在不同產品類型的影響之下，自我贈禮與消費罪惡感的對應關係是否有所不同。 本研究以關鍵事件法設計問卷，透過三次前測得到正式問卷，針對60位消費者進行訪談及問卷施測，共收集了60個自我贈禮事件。經資料分析過後，得到研究結果可歸納成四大方向： 首先在自我贈禮方面，背景情境按發生頻次多寡依序為：發生重大事件、有成就感、工作辛苦、壓力負荷、心情低落、有額外資源、週期性自我回饋；背景情境與動機之間呈現一對一的關係，分別是為了留下紀念、犒賞自己、慰勞自己、抒解壓力、愉悅自己、維持好心情、對自己好一點。另外，若依照產品導向程度的強弱以及資訊準備程度的高低針對自我贈禮進行分類，國人進行最不常發生的自我贈禮類型為「高度產品導向—低度資訊準備」—驚鴻一瞥型。 其次在消費罪惡感方面，其構面為猶豫感、金錢疼惜感、愧疚感，時機為購買之前的預期性罪惡感，購買當下的進行性罪惡感，以及購買之後的反應性罪惡感，而雖然各時機都會有各構面的成分，但預期性罪惡感最主要的構面為猶豫感，進行性罪惡感最主要的構面為疼惜感，反應性罪惡感最主要的構面為愧疚感。 接著在自我贈禮與消費罪惡感之關係方面，當消費者進行週期性自我回饋時，會感受到程度最高的預期性罪惡感；而當消費者因有成就感或心情低落時所進行之自我贈禮，其感受到的是程度最低的預期性罪惡感。至於，若是屬於高度產品導向類型者，其表現在消費罪惡感上的類型最主要為財務類罪惡感；若是屬於低度產品導向類型者，比較有可能不會產生消費罪惡感。 最後，若是受到不同產品類型影響的情況下，由於自我贈禮之禮物類型皆為奢侈品，因此以功能型與享樂型產品做為產品分類的標準。對於購買功能型奢侈品做為自我贈禮禮物的消費者而言，無論是高度產品導向或是低度產品導向類型者，其表現在消費罪惡感上，最主要的類型為財務類罪惡感；對於購買享樂型奢侈品做為自我贈禮禮物的消費者而言，若是高度產品導向類型者，其表現在消費罪惡感上，最主要的類型為財務類罪惡感；若是低度產品導向者，則傾向完全沒有罪惡感。 整體而言，本研究不僅為國人自我贈禮的背景情境與動機之先導研究，亦開啟了消費罪惡感研究之先河，並建立消費罪惡感的構面與時機，著實為後續研究奠定了相當的基礎。 / People in Taiwan have tended to buy themselves gifts recently. However, under the constraints of resources and the influence of traditional values, they would hesitate to buy or not to buy. This study focuses on this interesting theme-the relationship between consumers’ self-gift giving and consumer guilt. The objectives of this study are to explore consumers’ motivations of self-gifts, the dimensions and evolution of consumer guilt, and the relationship between consumers’ self-gift giving and consumer guilt. Product categories are also under the consideration of this study to examine the effects of different products on the relationship between consumers’ self-gift giving and consumer guilt. This research employed the critical incident techniques. A questionnaire was first designed and pre-tested three times before the main field work. Through collecting, sorting and analyzing 60 self-gift giving events, the results pointed out four main parts as followed. To begin with, the results indicated that consumers will buy gifts for themselves when the important events happened, something achieved, some hard work finished, feeling stressed, being depressed, gaining some extra resources, and purchasing periodically. These situations were one-to-one corresponding to some motivations, respectively to remember, to reward, to compensate, to relieve, to revive, to keep in a good mood, and to be nice to oneself. In addition, self-gift giving behavior might be divided into four types by the degree of product-oriented (high vs. low) and the degree of information-prepared (high vs. low). However, few Taiwanese were classified by “high product-oriented and low information-prepared”, called “Glance”. Secondly, the consumer guilt had three dimensions-hesitation, anguish, and remorse. Also, it had three moments of occurrence. The anticipatory guilt occurred before purchasing; the proceeding guilt occurred when purchasing; and the reactive guilt occurred after purchasing. Although each moment of consumer guilt included three dimensions meanwhile, what’s more important, the major dimension of anticipatory guilt was hesitation, the major dimension of proceeding guilt was anguish, and the major dimension of reactive guilt was remorse. As for the relationship between consumers’ self-gift giving and consumer guilt, consumers had the highest degree of anticipatory guilt when they bought gifts for themselves under periodical purchase. However, consumers had the lowest degree of anticipatory guilt if they bought self-gifts under achievements or depression. Besides, if self-gift giving behavior was highly product-oriented, consumers would have financial consumer guilt. Moreover, if self-gift giving behavior was lowly product-oriented, consumers would have no consumer guilt. Finally, this study concerned the functional/hedonic products moderating the relation between self-gift giving and consumer guilt. For those who bought themselves functional gifts, no matter this self-gift giving behavior belonged to highly or lowly product-oriented, consumers would have financial consumer guilt. For those who bought themselves hedonic gifts, if this self-gift giving behavior was highly product-oriented, consumers would have financial consumer guilt; however, if this self-gift giving behavior was lowly product-oriented, consumers would have no consumer guilt.

本研究探討當消費者的自我形象與產品形象符合一致性時，對真實和虛擬產品之購買意願的影響。在消費者自我形象方面，分為真實我形象與理想我形象，在「依滿足消費者需求之產品分類」(Woods, 1960) 為調節作用下，即將產品分為真實產品與虛擬產品，再各細分為「功能型產品」(Utilitarian Product)、「享樂型產品」(Hedonic Product) 與「象徵型產品」(Symbolic Product)，用以衡量真實我形象一致性和理想我形象一致性對不同產品類別的購買意願會有何不同程度的影響。 本研究經由前測選出了各類型產品之代表性產品，對於一般的真實產品與網路上的虛擬產品，分別以牙刷和解毒靈丹代表功能型產品，KTV和虛擬電子情人代表享樂型產品，以及戒指和騎士團徽章代表象徵型產品。透過十五組項目之五點量表語義差異法，衡量消費者自我形象與產品形象，並以「考慮購買」、「購買意願」、「購買該產品是很重要的消費」和「擁有該產品是很重要的」四題來衡量對產品購買意願的強度。分為真實產品與虛擬產品二種問卷，分別發出228份與201份，透過迴歸分析，驗證自我形象一致性對產品購買意願之影響程度。 研究結果顯示：一、在功能型產品方面，不管是一般的真實產品或是網路上的虛擬產品，自我形象一致性對功能型產品的購買意願並無顯著影響。二、享樂型產品之購買意願受真實我形象一致性的影響較大。三、象徵型產品可分為角色定位和自我提昇兩大類，其產品購買意願將分別受到真實我一致性和理想我一致性因素的影響。四、當產品購買決策變成群體決策時，個體自我形象一致性的影響將受到限制。 整體而言，在產品形象定位上，應以目標客群的自我形象為參考依據，而非其人口變數。並依不同的產品類別，塑造不同的屬性，功能型產品應塑造產品功能屬性的品質形象，而享樂型與象徵型產品得依吻合消費者之自我形象來形塑成個性鮮明的產品形象，都將有助於企業對品牌與產品定位之效果。 / The purpose of this study is to discuss the effects of consumers' self-congruency on purchase intentions of real products versus virtual products in terms of functional, hedonic, and symbolic products as moderate effect. Self-image includes actual self and ideal self; as for the moderating effects of “psychological demand character” (Woods, 1960), this study divides both real and virtual products into utilitarian product, hedonic product, and symbolic product to measure the influences of actual-self image congruency and ideal-self image congruency on different product categories. After two pretests to find out the representative product for each category of real and virtual products, this study takes toothbrush and detoxification medicine for functional products; KTV and virtual e-lover for hedonic products; and ring and Knight insignia for symbolic products. Self-image and product-image are measured by the 15-item semantic differential scale. The magnitude of purchase intention is measured with four questions, “consider to buy”,“intend to buy”, “it’s an important consumption”, and “it’s important to ownTwo-hundred-twenty-eight paper-based questionnaires and 201 virtual questionnaires were collected and regressed to verify the effects of consumers' self-congruency on purchase intentions. There are some key findings. 1. For functional products, regardless of real or virtual products, the effect of consumers' self-congruency on purchase intentions is not significant. 2. Actual-self image congruency influences the purchase intention of hedonic product more. 3. Symbolic product can be classified into self-enhancing and role-positioning. These two product purchase intentions are respectively affected by actual-self image congruency and ideal-self image congruency. 4. When product purchasing decision becomes group decision, individual self-congruency will be constrained. To sum up, product image positioning should consider the target customers’ self-images, instead of demography data. Also, according to different product categories, product images should be shaped differently. Functional product should focus on quality image. Hedonic and symbolic products should adopt the images matching consumers’ self images. This will help form better brand and product positioning strategies.

財政部所推動保單紅利自由化及費率自由化政策提供壽險商品市場的另一發展方向，促進我保險市場良性競爭，且自民國九十二年自由分紅保單進入台灣壽險市場，已有數十家壽險公司相繼搶這塊大餅，目前市面上的分紅保單大多採用美式三元利差分紅方式，在紅利部分尚不可設定保證給付，亦即沒有保證保戶每年都一定會領到利差分紅。因此，本研究將介紹在歐洲廣為盛行、附最低保證給付的英式分紅保單，作為國內業者在分紅保單設計上的參考指標。 本研究主要以傳統壽險商品為研究範疇，在不考慮有解約權下以隨機模擬的方式對英式分紅保單進行公平定價。研究方法為在大量模擬下找出不同投資策略的Markowiz效率前緣曲線，並選用這些投資策略於給定不分紅保單的預定利率下，在公平精算原則為前提下以蒙地卡羅法(Monte Carlo Methods)的方式，針對不同目標期末紅利率(Terminal Bonus Target；TB)，找出分紅保單應有的合理預定利率及期間紅利率。再去衡量保險公司不同資產配置下，因為未達到期望紅利所造成的風險。此外，本研究更進一步地以靜態及動態投資策略探討保險公司失去清償能力(Insolvency Risk)的問題。 最後在上述架構下，本研究為了符合市場實際情況，分別針對不同保單期間與不同的繳費方式進行敏感度分析。

本研究以台北縣及桃園縣立案且以美語為主要托育方式之合格私立幼稚園(托兒所)之主管為對象，採取立意及滾雪球抽樣方式，選取台北縣私立幼兒園(園所數有七十五所)和桃園縣私立幼兒園(園所數有八所)共計八十三所。 研究目的有四：一、瞭解全美語幼兒園「市場導向」；「核心競爭能力」及「組織績效」的內涵及現況分析；二、探討不同「背景變項」的全美語幼兒園在「市場導向」、「核心競爭能力」及「組織績效」的差異情形；三、探討全美語幼兒園「市場導向」、「核心競爭能力」及「組織績效」之間的相關分析；四、探討全美語幼兒園「市場導向」、「核心競爭能力」對「組織績效」之聯合預測力分析。 本研究採用「園所基本資料」問卷、「市場導向」、「核心競爭能力」及「組織績效」量表，採問卷調查為資料蒐集分法。研究結果發現如下： 一、全美語幼兒園「市場導向」、「核心競爭能力」及「組織績效」的內涵及現況分析 (一) 全美語幼兒園「市場導向」 在情報產生部分各題項的回答趨向於「大致符合」；在情報回應部分除了可透過同業的外聘教師獲知競爭者情報及定期(至少一個月兩次)對市場趨勢舉行會議研討兩個題項趨向於「有點符合」之外，其餘都趨向於「大致符合」；在情報傳播部分各題項的回答趨向於「大致符合」。 (二) 全美語幼兒園「核心競爭能力」 在創新能力的部分各題項的回答趨向於「大致符合」；在人資管理能力部分除了「經常辦理師資訓練(研習)以提升教師專業素質」趨向於「大致符合」之外，其餘各題項都趨向於「非常符合」；在策略管理能力部分各題項的回答趨向於「大致符合」；最後在行銷運籌能力的部分各題項的回答也趨向於「大致符合」。 (三) 全美語幼兒園「組織績效」 在「組織績效」(財務控管、顧客滿意、運作品質、學習成長)各部分之各題項的回答皆趨向於「大致符合」。 二、不同「背景變項」在全美語幼兒園「市場導向」、「核心競爭能力」及「組織績效」之差異情形 全美語幼兒園在「市場導向」(情報產生、情報傳播、情報回應)、「核心競爭能力」(創新能力、人資管理能力、策略管理能力、行銷運籌能力)與「組織績效」(財務控管、顧客滿意、運作品質、學習成長)，不會因園所「基本變項」(規模、師生比、經營型態、兼營項目)之不同而呈現差異存在。 三、探討全美語幼兒園「市場導向」、「核心競爭能力」及「組織績效」之相關分析 全美語幼兒園「市場導向」與「核心競爭能力」之間具有正相關；全美語幼兒園「市場導向」與「組織績效」之間具有正相關；及全美語幼兒園「核心競爭能力」與「組織績效」之間具有正相關。 四、探討全美語幼兒園「市場導向」、「核心競爭能力」對「組織績效」之預測力分析 「核心競爭能力」(創新能力、人資管理能力、策略管理能力、行銷運籌能力)皆以「情報產生」為最大預測因子，其預測力在23%~54%之間；且在「組織績效」變項中的「財務控管」的最佳預測變項是「創新能力」；「顧客滿意」的最佳預測變項是「行銷運籌能力」；「運作品質」的最佳預測變項是「策略管理能力」；「學習成長」的最佳預測變項是「策略管理能力」；「組織績效整體」的最佳預測變項是「行銷運籌能力」。「核心競爭能力」變項中的「創新能力」、「策略管理能力」及「行銷運籌能力」為「組織績效」最主要的三個預測變項。 / This study selected 83 English immersion preschools ranging from Taipei and Taoyuan Counties from the purposive and snowball sampling techniques. The research aims are: 1. Exploring the contents and current situation of the Market Orientation, core competitive competence and organizational performance in the English Immersion Preschools; 2. Exploring the significant differences of the Market Orientation,core competitive competence and organizational performance in the English Immersion Preschools across various background variables; 3. Examining the correlation relationship among the Market Orientation, Core Competitive Competence and Organizational Performance in the English immersion preschools; and 4. Examining the accutable variance in the organizational performance from the Market Orientation and core competitive competence in the English Immersion Preschools .The result findings are as followed: 1. The contents and current situation of the Market Orientation, core competitive competence and organizational performance in the English Immersion Preschools. (1) The Market Orientation The items of the construct (Information Production) are approaching in the “almost agreement”; The items of the construct (Information Correspondance) approach in the “almost agreement”except two items such as getting the competitor’s information from the part-time teachers of counter parters; and regular meeting to the current marketing trend approaching to “somewhat agreement”. (2) The Core Competitive Competence The items of three constructs (Innovative Ability, Strategic Manament Ability and Marketing Coping Ability) in the English Immersion Preschools approach “almost agreement”; however, the items of the construct (Personnel Management Ability) approach higher hierarchy of scale—“agree strongly”. (3) The organizational performance The items of four constructs (Financial Control, Customer Satisfaction, Operating Quality and Learning Development) in the English immersion preschools approach “almost agreement”. 2. There are no significant differences existed in the Market Orientation, core competitive competence and organizational performance in the English Immersion Preschools across various background variables. 3. There is positive correlation relationship existed among the constructs of the Market Orientation, core competitive competence and organizational performance in the English Immersion Preschools. 4. “Information Product”can account for between 23% and 54% variances of the core competitive competence (Innovative Ability, Personnel Management Ability, Strategic Manament Ability and Marketing Coping Ability); Innovative Ability, Strategic Manament Ability and Marketing Coping Ability are the primary predictive variables to the “Organizational Performance”.

本研究旨在探討競值架構下國民小學校長領導行為、學校組織文化與教師教學效能之間的關聯。研究採用調查研究法，以新北市公立國民小學教師為對象，共發出748份問卷，共獲得有效問卷646份，有效問卷回收率為86.36％。正式問卷回收之後，分別以描述統計、t考驗、單因子單變量變異數分析、單因子多變量變異數分析、皮爾森積差相關、多元逐步迴歸分析及結構方程模式等統計方式對回收資料進行分析。 本研究獲得以下十一項結論： 一、國民小學校長領導行為在中上水準，以競爭層面表現較突出。 二、國民小學組織文化表現達中上水準，趨向於團隊和層級層面。 三、國民小學教師教學效能平均達高表現水準，以良好學習氣氛得分最高、教學計畫準備得分最低，且顯著低於其他四個教學效能層面。 四、國民小學校長領導行為與學校組織文化以右上象限層面得分均低。 五、教師職務在校長領導行為方面有差異、教師年齡、學歷、服務年資與職務在教學效能上有差異。 六、校長年齡在校長領導行為與學校組織文化方面有差異。 七、學校規模、所在地、校齡在校長領導行為、學校組織文化與教師教學效能均有顯著差異。 八、校長領導行為、學校組織文化與教師教學效能之間具有顯著正相關。 九、校長領導行為、學校組織文化與教師教學效能之間具有顯著預測力。 十、校長領導行為與學校組織文化不僅與對應象限的分層面有正相關與預 測力，與非對應象限甚至對立象限的層面也有顯著正相關與預測力。 十一、校長領導行為可顯著影響教師教學效能，也可透過學校組織文化的 中介作用，正向影響教師教學效能。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、實務應用方面： (一) 建立回饋機制，使校長瞭解自身領導風格，靈活轉換各種領導行為，並善用競爭領導優勢，成為學校成員學習的榜樣。 (二) 校長應瞭解並協助學校成員認識學校組織文化類型，透過形塑願景與組織對話，使組織在文化生命週期中有效能的運作。 (三) 教師應兼顧每一個教學效能層面，並加強提升教學計畫準備。 (四) 校長應培養創新的領導能力，帶動發展革新求變的組織文化氛圍。 (五) 校內應建立教師教學對話與教學研討機制，藉以傳承資深優良教師教學經驗與觀摩學習。 (六) 校長對於經營校務發展應勇於任事、完全承擔，不應因性別、年齡、學歷、到任時間自我設限，虛與尾蛇。 (七) 校長與學校成員應詳加瞭解所處學校環境，研擬策略面對學校所處位置之有利與不利條件，以營造學校文化及提升教學效能。 (八) 校長應不斷強化自身領導的能力與行為複雜度，並且形塑優質學 校組織文化，以提升教師教學效能表現。 (九) 校長與學校成員應建立深厚的教育夥伴情感，體認共享學校教 育成果之重要性與榮辱休戚與共的使命感，以提供良好教育環境。 (十) 校長應展現兼容並蓄的多元領導風格，以面對諸多領導弔詭與兩 難的困境。 (十一) 營造兼容並蓄學校組織文化，發揮促進教師教學效能中介效果。 二、未來研究方面： 本研究分別就研究對象、研究變項、研究方法，對未來研究提出建議。 / The objective of this study is to understand the relationships among principal’s leadership behavior, school organizational culture and teaching effectiveness in elementary schools by Competing Values Framework. Study on survey research. A total of 646 usable questionnaires were collected from 748 teachers of public elementary schools in New Taipei City. The effective response rate was 86.36％. The statistical techniques applied to this study such as: “describing statistics”, “t-test”, “one-way ANOVA”, “one-way MANOVA”, “Pearson product-moment correlation”, “stepwise multiple regression analysis” and “structural equation modeling”. With the data analysis result, researcher reached the conclusions as following： 1.Principal’s leadership behavior performance of public elementary schools achieves upper-moderate level, and “Compete” is the highlight among all of the dimensions. 2.School organizational culture performance of public elementary schools achieves upper-moderate level, and “Clan” and “Hierarchy” are the highlight among all of the dimensions. 3.The perception of teacher’s teaching effectiveness gets high score level, and “Good instructional climate ” is the highlight among all of the dimensions of teaching effectiveness, and "teaching plan preparation" is significantly weaker than the others four dimensions. 4.Both of principal’s leadership behavior and school organizational culture of public elementary schools in upper right quadrant of CVF scores are low. 5.There is a significantly divergence for “teacher job position” in principal’s leadership behavior and such as teachers’ “age”, “education”, “srevice year” and “job position”, there is a significant divergence in teaching effectiveness. 6.There is a significant divergence for “principal age” between principal’s leadership behaviors and school organizational cultural. 7.Such as “ school size”, “ location” and “school history”, there are significant divergences among principal’s leadership behaviors , school organizational cultural and teaching effectiveness. 8.There are significant positive correlation among principal’s leadership behavior, school organizational culture and teaching effectiveness. 9.There are significant predictive power among principal’s leadership behavior, school organizational culture and teaching effectiveness. 10.Between principal’s leadership behavior and school organizational culture are not only the corresponding quadrant, but also the non- corresponding and even opposing corresponding quadrants, and there are significant positive correlation and predictive power. 11.Principal’s leadership behavior could positively affect teaching effectiveness through the mediate effect of school organizational culture. Otherwise, this study provides suggestions of practical application and future study respectively.

本文研究的主要目的為研究學習行為與智能的相關性，採經驗加權吸引模型(Experience-Weighted Attraction)來描述受測者在選美競賽賽局(Beauty Contest Game)實驗下的決策及行為，不單只選擇強化學習或信念學習模型，其理由為經驗加權吸引模型綜合了以上兩個學習的特點；在智能的部分，本文以實驗所得的工作記憶能力(Working Memory Capacity)分數的高低，來代表智能高低。 　　從研究結果發現，智能高與低兩類受測者的初始吸引分配，皆與其在第一期的選擇類似，而低智能的受測者在初始吸引部分，所估計的分配結果會與第一期之後期間的分配較不相似，這可能代表著低智能的受測者對於類似賽局實驗以及此實驗的分析或想像較差；在ψ的參數估計上，由於低智能的初始吸引與最後一期猜測的分配較不相似，以理論來說會遞減較快，也就是說會小於高智能所估計的結果，而真實的估計結果也顯示如此，此外，ψ的估計結果，也表示低智能受測者，對於之前吸引遞減較快，遺忘地較快。本文在δ的部分，高智能的受測者明顯地大於低智能的受測者，這表示高智能的受測者，對於失去的報酬比較敏感，會較關心沒有選擇到的數字所能得到的報酬，本文認為此結果可能隱含高智能受測者的認知階層較高。在受測者對於吸引敏感度λ的參數部分，本研究發現，此兩類受測者並無太大差異，也就是此兩類受測者對於吸引的變動，敏感度差距不大，也就代表影響人們對於吸引敏感度的原因，可能不是來自於智商高低。由本文的實證結果，可以發現學習行為與智能的相關性，因此本文建議在往後與學習行為有關的研究上，也許可以納入智能為主要研究探討的核心。 / The purpose of this paper is to explore possible relationships between individual differences in working memory capacity (WMC) and behavioral heterogeneity revealed in a repeated beauty contest experiment. We use ‘experience-weighted attraction’ (EWA) learning, to describe the decision-making and learning behavior of subjects in the beauty contest game (BCG) experiment. In the intelligence section, the level of the experiment from the working memory capacity score, to represent the intelligence high or low. We found high and low intelligent of the subject's initial attract allocated all its similar to the first period choice. In parameter estimation of ψ, due to the initial attraction of low intelligence subject is less similar to the choice of the following periods. According to theory,ψ of the low intelligence subjects will decrease faster, and the estimate of the results also show that. In addition, part of δ, high intelligence subjects was larger than the low intelligent subjects, which means that subjects of high intelligence, more sensitive to lost revenue. We think that may be implied the higher intelligent subjects are higher cognitive hierarchy. The sensitivity of players to attractions λ, we found that these two types of intelligent is not much difference. This means that the impact of the sensitivity of players to attractions, may not be from the intelligent level. By the empirical results, we can find the relationship between behavioral heterogeneity and intelligence, so we suggests that it may be incorporated into the intelligent as the main research.

因應傳播科技發展與市場化競爭，台灣電視新聞記者愈來愈常見利用MSN「會稿」與新聞畫面的「合帶」，進行緊密的集體合作行為。電視新聞記者透過集體「會稿」，不漏新聞又能掌握各台動向，因此受到新聞室組織的默許，甚而影響各台的新聞取向與編輯策略。而原只存在於駐地記者的「合帶」行為，也逐漸向上擴展到地方新聞中心，甚至台北總部，使得記者對集體合作的依存度更高。 電視台記者的跨台集體合作行為，導致台灣電視新聞出現特殊的「合工效應」，新聞內容更趨「同質化」與「濫獨家」現象充斥。電視記者蒐集新聞資訊方式從過去佈線經營人脈，轉變為倚賴同業關係而獲得，但二手資訊卻常使得新聞的錯誤率增加。 本研究透過訪談20位資深電視新聞記者，勾勒出「會稿」與「合帶」集體合作行為的三層次形貌，剖析不同層次集體合作的運作方式與目的，並探討集體合作對於新聞產製流程、電視記者職能與專業態度的影響，同時對電視新聞媒體現況提出省思。 / The development of communication technology and growing competition have led TV reporters in Taiwan to rely on underground inter-station and interpersonal cooperation, which consists mainly of information exchange on MSN and news video sharing. Despite the potential violation of work ethics, such cooperation eliminates the possibility of missing out on any news story, and hence is given silent permission from the news room. Such news gathering, however, has to a certain extent changed the selection and editing strategies in TV stations. News video sharing, a method originally used only among local correspondents, has spread to regional news centers, and sometime even the headquarters in Taipei. These in turn reinforce reporters’ reliance on interpersonal cooperation. Such interpersonal cooperation of TV reporters in Taiwan has also resulted in a homogeneous news industry full of meaningless “exclusive” news stories. While reporters used to gather news from independent sources, they have now turned to share information with other TV stations. Despite the convenience, such second-hand facts are of more potential errors. The researcher of this paper has interviewed twenty senior TV reporters and depicted a tri-tier cooperative system—from local correspondents, regional news centers, to headquarters. This study looks into the means and purposes of this cooperation model on all the three levels and probes into its possible effects on the news reporting process, TV reporters’ competencies, and professional attitudes.

近年來服務產業迅速的擴張與發展，對於經濟的影響力也不斷提升，其中中小型的企業(SMEs)扮演了相當重要的角色。先前許多研究顯示回應能力對於中小企業績效成長的重要性，然而卻少有文獻提及如何定義中小企業的回應能力與如何發展中小企業的回應能力。本研究從文獻回顧中分別定義出了三個層面的回應能力：市場感應能力、顧客連結能力與敏捷度。此外，我們認為中小企業可以透過資訊科技為基礎之協同合作促進本身的回應能力，提供更佳的服務給顧客，進而提升企業績效。因此，我們提出研究架構來驗證資訊科技為基礎之協同合作、企業回應能力以及企業績效三者之間的關係，並且選擇宜蘭縣枕頭山休閒農業區為我們的實驗對象。從研究結果中我們發現中小企業透過 資訊科技為基礎之協同合作來提升回應能力並且也使績效有正向的成長。也幫助中小企業更了解如何運用科技化協同合作提升企業績效。 / The service economy has been expanding recently, with small- and medium-sized enterprises (SMEs) playing an important role. Previous research has shown that responsiveness is one of the most important strategic capabilities that SMEs should consider for enhancing their performance; however, how to define responsiveness and how to develop it in the SME context are seldom discussed. A review of the literature leads us to propose three dimensions of responsiveness in the SME context: market sensing, customer linking, and promptness. Moreover, we propose that IT-enabled collaboration should facilitate this capability. We develop a research framework to examine the relations between IT-enabled collaboration, responsiveness, and organizational performance. To verify our research framework, a case study that was deployed in the Mt. Pillow Leisure Agricultural Area in Yilan County. We observe that SMEs can achieve higher level of performance after they have enhanced responsiveness through cooperation via the IT-enabled platforms. The results of this study can also help SMEs improve their performance by realizing the importance of responsiveness and how to enhance responsiveness through IT-enabled collaboration.

學習型遊戲可提供學習者一個具備「滿足學習發生的基本需求」、「以問題解決為基礎」、「有趣」以及「吸引人」等特色的安全學習環境，而技能型學習遊戲更不同於一般認知與情意型遊戲，其設計過程除了著重事實、知識之外，更強調經由實際操作或練習使學生能真正習得某些動作和技能。因此，有哪些遊戲設計要素能吸引學習者，讓學習者在進行技能學習過程中感到有趣，進而達到學習目標，值得我們關切。再者，從學習型遊戲設計層面來看，重視學習情緒和使用者經驗是不可或缺的遊戲設計考量面向，特別是在數位學習環境中，哪些遊戲設計要素會對學生的學習情緒及學習成效產生影響，值得更進一步的探討。 因此，本研究採用兩款具遊戲設計要素差異之英文打字遊戲，探討技能型學習遊戲之遊戲設計要素對於學習者之學習情緒與學習成效之影響與關聯，以釐清技能型學習遊戲之遊戲設計要素如何影響學習者之正負面情緒以及學習成效，進而作為學習型技能遊戲設計時的參考。研究結果顯示，具遊戲設計要素差異之技能型英打學習遊戲對於引發女性學習者之負面情緒會產生顯著差異，而男性學習者則未產生顯著差異；本研究採用之兩款技能型英打學習遊戲，均可以有效增進學習者之學習成效，並且遊戲設計要素較高之技能型英打學習遊戲對於男性學習者較具學習成效；具遊戲設計要素差異之技能型英打學習遊戲，其遊戲設計要素之「適時回饋」為設計學習型遊戲時之最重要因素；而學習情緒會影響學習成效部分，僅在低打字能力學習者採用具遊戲設計要素差異之技能型英打學習遊戲時獲得部份驗證。 / Game-based learning can provide a safe environment with satisfied basic needs during learning process, problem solving domain foundation, funny and attractive characteristics for learners. Skill learning games are different from normal cognitive and affective games. The design of skill learning games emphasizes on not only facts and knowledge but also on learning some kinds of motion and skills by operation and practice, so we concerned about the key design features attracting learners to interest the learning process and get the learning goals. On the other hand, it is indispensable for key design features considering about learning emotions and learner’s experience, and it is also necessary to be further investigated about which feature will affect the learner’s emotion and learning performance. Two English typing games with different design features were adapted to investigate the effects and relations between design features and learner’s emotion and learning performance to clarify the positive or negative emotions and performance were affected by which design feature of the skill learning games and to set a reference for the game designer. The study results show that female learner’s negative emotion which was caused by different game design features of the English typing games was significantly affected, but male learner’s emotion was not. The two adapted games were both with learning performance, and her male learning performance was better with better game design features of the typing games. Proper feedback was the most important design feature. The effects of emotions to performance were partly proven from poor typing ability learners.

傳統的語言教學，著重於語言技能的學習成效，忽略語言功能的重要性，對於新興學科華語教學而言此一現象尤為明顯。為使華語學習者使用目標語時，其正確性與適切性能獲得均衡的提升，因此本研究以語言功能理論為基礎，進行語言功能教學實驗，並預期其語言功能學習成效將對華語/華人的態度帶來正向改變。 本研究以2011年寒假華裔青年短期語文班的11名學員為對象，進行研究與教學實驗，學員來自紐澳，均以英語為第一語，華語能力為該營隊次高級程度。教學分實驗組與對照組，兩組語言形式教學的部分由該語文班同一名教師進行教學；語言功能部分由研究者對實驗組進行教學。教學實驗內容以影響語言風格之不同正式程度的語碼形式為切入點，運用歸納法引導學生發現5種語碼形式的規律，並運用演繹法教授擇用的原則。 本研究共設計4份問卷，以調取研究所需之資料。包括受試者的基本資料、對華語/華人的態度、華語學習成效（含功能與形式)以及華語學習動機。其中針對態度與學習成效進行前後測。 經數據統計分析，本研究大部分的假設都獲得了驗證，包括：（1）語言功能的觀念可以透過課堂學習獲得；（2）語言功能教學可提升受試者對語言功能的注意；（3）語言功能的學習成效高，其語言形式的學習成效也提升；（4）受試者的華語功能學習成效、華語使用頻率、華人文化背景為正相關。至於受試者的華語功能學習成效與華語學習動機之間的關係則未獲驗證。但是透過個別訪談，實驗組學生都對此次教學活動持肯定態度。 本研究的結論是語言功能可以透過堂內系統化的方式進行教學，教學後改善了對華語/華人的語言態度，足證語言功能教學的必要性。此外本研究為語言功能教學建立了可用的教學設計，並對華裔的背景與其華語學習情況有更具體的了解：（1）華裔青年使用華語的頻率在對象、地點與話題的範疇中，以對象為主導；（2）華裔青年與華人傳統文化之間的關係是疏遠的；（3）華裔青年的華語能力與華語使用頻率、華語能力與對華人文化的理解、華人文化的理解與華人態度成正相關。 本研究在第四章中也對華裔華語教學提出各種具體建議，大致可歸納為：（1）教學設計應考量華裔在不同範疇中使用華語的頻率；（2）將節慶儀式操演納入教學，並重視清明節的介紹；（3）除了教材內的書面語/口語語碼形式的對照，也可由學生蒐集真實語境中的書面語語料進行補充教學。