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，亟欲驗證期望價值論裡的構念和成就之結構關係，因此，由測量模式出發，擬運用探索性因素探索研究工具的信效度，以作為結構方程模式驗證結構關係模式之基礎，並驗證期望價值論下之動機二成分模式。本研究主要研究目的為驗證期望價值論的數學效用性價值、數學自我概念與成就之結構關係，且數學效用性價值是正向直接影響數學成就，並且會經由數學自我概念而間接影響數學成就，並為使本研究所建立的理論模型具有模型穩定之證據，將有效樣本隨機分為建模樣本與驗證樣本，進行模型的交叉驗證。研究樣本為香港十五歲學生，有效樣本為4437人。研究結果顯示：測量模式方面，顯示數學效用性價值以及數學自我概念具有良好的信效度；數學效用性價值以及數學自我概念為學習動機的二成分；結構模式方面，顯示數學效用性價值是正向影響數學成就，且數學效用性價值會經由數學自我概念對數學成就有間接影響，亦即數學自我概念扮演數學效用性價值及數學成就之中介變項。因此，本研究之理論假設獲得實徵資料的支持。

本研究旨在探討國中生電腦網路沈迷現象，研究之主要目的是要瞭解國中生使用網路的動機及網路沈迷的因素、國中生網路沈迷對自我概念、人際互動、學習時間分配管理和學業成績的影響，並企盼根據研究結果提出教育輔導上的建議。研究主要係透過問卷調查、焦點訪談與深度訪談等研究方法進行，問卷調查抽樣台北縣十所學校963個樣本點，焦點團體訪談選擇四個焦點團體共25位網路沈迷受訪者。另外，深度訪談5位網路沈迷學生及其導師。經問卷調查、焦點訪談與深度訪談蒐集到有關國中生網路沈迷現象資料，並透過統計分析、資料整理及討論後，得到如下結論： 壹、國中生使用網路的動機及網路沈迷的因素：學生上網的主要動機及原因是（1）無聊打發時間（2）能多結交網友（3）能與同儕相聚在一起（4）同儕嘲諷及刺激（5）耳濡目染。上網對學生最大的影響是（1）不想再接觸功課（2）與家人關係惡化。學生上網的主要時間是放學後、晚上及週休二日。學生上網的地方主要是網咖或家中，也有在朋友或親友家中。 貳、國中生網路沈迷對自我概念的影響：大部份網路沈迷國中學生對自我概念抱持著負面的態度，包括認為自己「不是有出息的人」、「不是值得信任的人」及「不是個不錯的人」；甚至於「會想一些不可告人的壞事」及「想做一些不道德的壞事」，而且「做任何事不會事先考慮」、「會在背後說別人的閒話」及「不能滿足家人的期望」。網路沈迷對生理上也有負面影響，包括上課時會覺得頭昏且沒精神及睡眠不足等。 參、國中生網路沈迷對人際互動的影響：大部份網路沈迷的學生與家人的互動會有負面的影響。包括「曾受家人責罵」、「與家人互動減少」、及「與父母相處時間減少」；甚至於「會與家人反目成仇」。而且大部份網路沈迷學生相對的與同好網路同學及網路朋友相處時間變得更多，但與網友大部份處於虛擬實境。整體而言，網路沈迷對人際互動有負面的影響。 肆、國中生網路沈迷對學習時間分配管理和學業成績的影響：大部份網路沈迷學生對學習時間分配及管理較差，因為上網總覺得時間太短，若有時間會優先考慮上網，並不擔心為上網時間太長影響課業，對時間也根本沒有控制。研究結果也發現大部份網路沈迷學生覺得上網會影響功課，而且現在的課業比以前差。此外，並對網路沈迷學生之輔導提出一些相關的建議。

本研究旨在探討臺北市國小高年級學童的線上遊戲玩家行為，期望能分析線上遊戲玩家行為與學童之人際關係、自我概念的關係，綜合歸納之後，提供教育主管機關、學校行政及老師、家長、學生等教育相關人員的參考。 本研究以九十七學年度就讀於臺北市公立國民小學之高年級國小學童為研究對象，採分層隨機叢集取樣，依照臺北市十二行政區，每區甲、乙組學校規模取樣，共計 48班，回收率80.6％。而本研究使用之研究工具為「國小高年級學童線上遊戲玩家行為及基本資料之調查」及「真實與網路人際互動問卷」、「兒童自我概念量表」，並根據調查結果採用敘述統計分析、卡方考驗、t考驗、單因子變異數分析等統計方法，得到如下之研究發現： 一、國小高年級學童線上遊戲玩家行為以「成就行為」最多，「對戰行為」最少。其中在線上遊戲玩家行為的偏好上，不同性別的高年級學童表現有顯著差異：在「社交行為」上女生高於男生，在「對戰行為」上，男生高於女生。 二、國小高年級女生在真實人際關係表現較男生更為良好，而性別的不同並未在網路人際關係及自我概念上有顯著差異。 三、父母對學童參與線上遊戲態度不同，對學童在線上遊戲玩家行為上沒有影響，但在真實與網路的人際關係有顯著的影響，其對學童的整體自我概念的影響不顯著，但對「心理自我」的自我概念層面上會有顯著的影響。 四、不同線上遊戲玩家行為的國小高年級學童在真實人際關係上有顯著差異，其中「成就行為」、「探險行為」及「社交行為」者，較「對戰行為」者的真實人際關係更為良好；在網路人際關係上亦有顯著差異，其中「社交行為」者，較「成就行為」、「探險行為」及「對戰行為」者的網路人際關係更為良好。 五、國小高年級學童的整體自我概念並未因為線上遊戲玩家行為之不同而有顯著差異，但自我概念在「能力自我」層面上，線上遊戲玩家行為是「成就行為」者，較「對戰行為」者的能力自我概念更為良好。 六、國小高年級學童的真實人際關係並未因為是否參與線上遊戲而有顯著差異，但有參與線上遊戲之國小高年級學童，其網路人際關係較未參與線上遊戲者更為良好，同時整體自我概念亦未因是否參與線上遊戲而有顯著差異。 依據本研究所得之主要發現，提出以下建議： 一、對教育主管機關之建議： （一）制訂並嚴格執行線上遊戲分級制度，避免不當的線上遊戲內容影響學童的自我概念發展與人際關係。 （二）結合線上遊戲之概念，研發結合各學習領域之數位遊戲式學習(Digital Game-Based Learning)線上自學教材。 二、對學校行政及教師之建議： （一）充實學務處、輔導室及教師線上遊戲相關資訊科技安全及輔導知能，在生活與課程中輔導學生認識線上遊戲、瞭解自我。 （二）多元面向的推廣親職教育，鼓勵家長充實線上遊戲安全相關知能。 （三）教師透過教學及活動，輔導學生認識自我，發展多元人際關係。 三、對家長及學生之建議： （一）家長應用正向的態度，指導學童進行線上遊戲。 （二）家長應具備基礎的線上遊戲安全常識，指導學童正確的進行線上遊戲。 （三）學生應多接觸線上遊戲之外的休閒活動，拓展生活經驗與人際關係。 / The purpose of the research is to investigate online game behavior of high grades elementary school students in Taipei city and to examine the relations among online game behavior, interpersonal relation, and self-concept. Personal variables such as sex , grade and Parents’ attitude of disciplining to the online game to the students to research the relations among online game behavior, and interpersonal relation, self-concept. There are 806 samples chosen from elementary school students in Taipei city area in the study. That adapt questionnaires are used in this research. The data obtained is analyzed with frequency distribution, percentage, mean, standard deviation , t-test , and one-way ANOVA, glm. The main findings of this research are as follows： 1. The most of online game behaviors of the high grades students of elementary school is “achievers”, and the fewest is “killers”. The partiality of online game behaviors differs from male and female students. Female is higher than male in the scores of “socilizers”; male is higher than female in in the scores of “ killers”. 2. The true interpersonal relation of high grades female students is better than male students. The internet interpersonal relation and self-concept have no difference of showing because of sex. 3. Different parents’ attitudes of disciplining to the online game to the high grades students has no effect on online game behavior, but do have obvious effect on true and internet interpersonal relation. And parents’ attitudes don’t have obvious effect on mass self-concept, but do have effect on psychological self-concept. 4. Different online game behaviors have obvious effect on true and internet interpersonal relations of the high grades students of elementary school ,the true interpersonal relation of “ achievers”, “explorers” and “socializers” is better than that of “killers”; the internet interpersonal relation of “socializers” is better than that of the others. 5. The mass self-concept of the high grades students of elementary school do not have difference of showing because of different online game behaviors, but do have effect on able self-concept, especially, the able self-concept of “achievers” is better than that of “ killers”. 6. The true interpersonal relation and the mass self-concept of the students of elementary school have no difference of showing because of whether the high grades students attends online game or not. But the students who attends online game has better internet interpersonal relation than those who doesn’t attend online game, at mean time. According to above findings, suggestions are offered for school guide and advanced researches.

2014年，台灣FOX頻道播出美國長青諷刺卡通《辛普森家庭》，以其台味十足的配音風格而紅極一時。台灣《辛普森家庭》揉合了在地當時流行的時事話題，與原版內容大相逕庭，卻深受台灣觀眾喜愛。然而，即使廣受歡迎，台版《辛普森家庭》也為部分觀眾所批評，認為其喪失原版樣貌，在網路上亦興起一波攻擊與護航熱議。過去研究指出，人們傾向接觸與自己相近的事物，也比較喜歡這樣的內容（Markus & Wurf, 1987; Chang, 2002, 2005, 2008a, 2011）。 據此，本研究以雜揉兩種文化的影視文化產品出發，試圖於自我一致性理論（Self Congruency Theory）版圖中加入影視消費一環。因此，本研究以「知覺影片文化」與「既存文化認同」之交互作用切入，欲了解兩者之間的關係。此外，本研究亦試圖剖析閱聽人觀影時的心理機制，加入閱聽人觀影後的認知反應（自我參照、自我－影片連結、心理距離）與情感反應（正向情緒、觀影享受），測試其對於影片態度的效果。 本研究採單因子實驗設計，以「知覺影片文化」為自變項，以「文化認同」為調節變項，兩者之交互作用項作為分析之用；此外，亦探討自我參照、自我－影片連結、心理距離、正向情緒、觀影享受等五概念對於影片態度之中介效果。研究結果指出，知覺影片文化與文化認同之交互作用並未能顯著預測影片態度，文中討論研究限制所在與未來研究建議。

本研究旨在調查並分析高中僑生在自我概念及生活適應與學業成就之相關，研究結果提供教育當局，作為高中僑生教育政策及加強僑生教材教法、課程設計及生活輔導之參考。 　　本研究依據研究目的，以文獻分析法探討自我概念及生活適應與學業成就之理論及相關研究，以問卷調查法測量高中僑生的自我概念及高中僑生生活適應困擾，並分別就自我概念及適應問題，比較不同背景變項僑生之差異，加上學期學業成績之蒐集，用以分析不同自我概念及適應狀況僑生學業成就之差異情形。 　　本研究以國立華僑實驗高級中學高中部僑生344位為對象，使用「田納西自我概念量表」（2000年版）及「高中學生生活經驗量表」為研究工具，問卷回收後篩選有效樣本316份，將所得之資料分別以下列方法處理：描述性統計、單因子單變量變異數分析、二因子單變量變異數分析、獨立樣本T檢定，F檢定，Scheffe法事後比較，Pearson積差相關法等統計方法，探討各變項間的關係。 　　綜合上述，本研究假設結論如下： 　　一、不同背景變項之高中僑生，自我概念有顯著差異： 　　　1.在「道德自我」及「家庭自我」項目有顯著差異。女生均高於男生。 　　　2.不同年級的高中僑生，在「道德自我」「學業自我」「自我認同」「自我滿意」「自我總分」等項目，高二僑生得分優於高一僑生，另外高二僑生及高三僑生在「心理自我」得分上，皆優於高一僑生。 　　　3.不同區域的高中僑生，在「生理自我」、「家庭自我」「自我認同」「自我總分」項目上，第一區域即印尼、緬甸、泰國、菲律賓等地的高中僑生，其得分優於第二區域即香港、澳門、新加坡等地的高中僑生。 　　　4.「自我行動」項目，第一區域的高中僑生及第三區域高中僑生，得分皆優於第二區域的高中僑生。 　　二、不同背景變項之高中僑生，生活適應問題有顯著差異： 　　　1.在「用錢」項目上，男生困擾大於女生。高二、高三僑生困擾都大於高一僑生。 　　　2.在「就業前途」項目上，高三僑生困擾大於高一僑生。 　　　3.男生生活適應，最感困擾的是「用錢」，其次是「就業前途」，「課業」。而在女生的適應經驗排序上，最感困擾的是「就業前途」，其次是「課業」，而「用錢」排行第三。 　　　4.高一僑生生活適應困擾首推「課業」項目，而高二高三僑生生活適應最感困擾則為「就業前途」項目。 　　三、不同背景變項之高中僑生，學業成就有顯著差異： 　　　1.在性別上：女生優於男生。 　　　2.在年級上及科目上： 　　　（1）高二僑生國文科成績優於高一、高三僑生。 　　　（2）高一僑生英文科成績優於高二僑生。 　　　（3）高一、高三僑生數學成績皆優於高二僑生。 　　四、年級、地區交互作用後，高中僑生自我概念與生活適應有顯著差異： 　　　1.在「生理自我」項目，第二區域高二僑生得分優於高一僑生。第一區域高一僑生得分優於第二區域高一僑生。 　　　2.在「學業自我」項目，第一區域高二僑生得分優於高一僑生。第一、二區域的高二僑生得分優於第三區域的高二僑生。 　　　3.在「人際交往」項目，第一區域的高二僑生得分優於第二區域的高二僑生。 　　五、高中僑生自我概念、生活適應與學業成就部分有顯著相關： 　　　1.自我總分與學業成就，學業自我與學業成就，學業成就科別之間，分別顯現正相關。 　　　2.生活適應各向度，課業項目或整體生活適應總分上與學業成就皆無顯著相關。 　　　3.自我總分高低分組在生活適應總分性別、年級間，也未顯示出顯著相關。 　　依據上述幾點結論，提出各項對僑教政策、僑生教育及未來研究者研究方向之建議： 　　一、在僑教政策上的建議 　　僑生返國之人數在不同地區有消長的情形，最明顯為港澳地區的僑生，因為，受兩岸政治情勢的影響，加上取消加分優惠，因此，返國就學的人數明顯地逐年下降。可見得政策的改變與僑生的返國行為之間存在一定的關係。因此符應需求修訂僑教政策有其必要。 　　　（一）委託國內大學培育僑教師資。 　　　（二）提供清寒僑生工讀機會。 　　　（三）建立僑生監護人公證制度。 　　　（四）設立國語文中心，編製銜接教材。 　　二、僑校編制上的建議 　　　（一）國立華僑高中 　　　（二）對其他高中僑生就讀之學校 　　三、在教學上的建議 　　四、對未來研究之建議 　　　（一）研究對象 　　　（二）研究變項 　　　（三）研究方法 　　　（四）文獻資料的蒐集 / The purpose of this research on investigation is to analyze the relationship with overseas Chinese student's self-concept, life-adjustment, and academic achievement. The results of research will provide an education authority as references for overseas Chinese student educational policy, instructional material teaching reinforcement, curriculum design, and living guidance. 　　According to the purpose of research, our research has applied literature analysis to discuss with theory of self-concept, life-adjustment, and academic achievement and related research. For example, a questionary method measures overseas Chinese student's self-concept and life-adjustment problem. Furthermore, from self-concept and life-adjustment, it compares students with different background variables and collections of academic achievement at school that analyze different self-concept, life-adjustment, and academic achievement situation. 　　The objects of our research were 344 students from National Overseas Chinese Experimental High School, and research tools were “Tennessee Self-Concept Scale” (version 2000) and ”Senior High School Student's Life Experience Measurement”. After questionary feedback and filtration, there are effective 316 copies. Then, all information has dealt as the following processes to discuss with correlation among variables, such as Descriptive Statistics, one-way ANOVA, two-way ANOVA, independent sample for Matched-pair T-test, F-test, Scheffe Rule of Post Hoc Tests, Pearson’s correlation statistics method etc. 　　In summary of the mentioned statements, conclusions of our research hypotheses are as the followings: 　　1 Overseas Chinese senior high school students who have different background variables, obvious self-concept differences: 　　　a. There are obviously differences on item of ”MOR” & “FAM” variables that school girls have greater than boys. 　　　b. For the different year of senior high school overseas Chinese students on the items of ” MOR ”, “ACA”, “IDN”, “SAT”, and “TOT”, sophomore year of students have scored more than freshman year of students; furthermore, on the item of “PER”, sophomore and junior year of students have scored greater than freshman year of students. 　　　c. On the items “PHY”, “FAM”, “IDN”, and “TOT”, in the different locations overseas Chinese students of the first region (Indonesia, Myanmar, Thailand, Philippines etc.) have scored the second region Hong Kong, Macao, Singapore) of students. 　　　d. On the item of “BHV”, students of the first and third region have scored greater than the second region. 　　2. Overseas Chinese senior high school students who have different background variables, life-adjustment problems that have dramatically differences: 　　　a. On the item of “spending”, schoolboys have disturbance greater than girls; sophomore and junior year of students have disturbance greater than freshman year of students. 　　　b. On the item of “career prospect”, junior year of students have obsession greater than freshman year of students. 　　　c. Schoolboys on the life-adjustment have harassment, for example, first item is “spending”, and the followings are “career prospect” and “school work”. In contrast to schoolgirls on the living accommodation experience in sequence are the first item of “career prospect”, the secondary item of school work” and the third item of “spending”. 　　　d. Freshman year of students on the life-adjustment is “school work”; nevertheless, sophomore and junior year of students is “career prospect”. 　　3. Overseas Chinese senior high school students who have different background variables, obvious differences on academic achievement: 　　　1. On the item of sex: schoolgirls are greater than boys. 　　　2. On the item of grade and subjects: 　　　　a. Sophomore year of student's scores on Chinese subject has greater than freshman and junior year of student. 　　　　b. Freshman year of student's scores on English subject has greater than sophomore year of student. 　　　　c. Freshman and junior year of student's on math subject has greater than sophomore year of student. 　　4. After grade and location interaction, overseas Chinese senior high school students who have remarkably differences on self-concept and life- adjustment: 　　　a. On the item of “PHY”, sophomore year of students in the second region has greater than freshman year of students; freshman year of students in the first region has greater than that of the second region. 　　　b. On the item of “ACA”, sophomore year of students in the first region has greater than freshman year of students; sophomore year of students in the first and second region has greater than that of the third region. 　　　c. On the item of “interpersonal relationships” sophomore year of students in the first region has greater than that of the second region. 　　5. Overseas Chinese senior high school students who have highly relationship with self-concept and life- adjustment, and academic achievement: 　　　a. Obviously, there are some correlations among “TOT vs. academic achievement”, “ACA vs. academic achievement” and “academic achievement”. 　　　b. Nevertheless, there are no correlations among “life-adjustment condition”, “school work subjects” or “total of general life-adjustment ” and “academic achievement”. 　　　c. There are no obviously differences on TOT score of life-adjustment between sex and grade. 　　According to the previous suggestions, here are some suggestions on overseas educational policy, student education, and future research approach: 　　I. Suggestions on overseas Chinese educational policy 　　The numbers of overseas Chinese students in different locations have growth or decline situation, especially for students from Hong Kong and Macao. Because political situation between China and Taiwan and cancellation on premium score, the numbers of students have obviously down year after year. Hence, policy change and students returning Taiwan for studying behavior have certain relations. Therefore, it is necessary to modify a suitable overseas educational policy. 　　　(1) Authorizing domestic universities to educate qualified teachers for overseas Chinese students 　　　(2) Providing straitened overseas Chinese students who have opportunities for part-time jobs 　　　(3) Setting up overseas Chinese student's guardian notarial system 　　　(4) Establishing Mandarin centers and compiling connected teaching materials 　　II. Suggestions on overseas school system 　　　(1) National Overseas Chinese Experimental High School 　　　(2) For other overseas Chinese students who study at senior high school 　　III. Instructional suggestion 　　IV. Suggestions for future research 　　　(1) Research object 　　　(2) Research variable 　　　(3) Research approach 　　　(4) Literature collection

本研究旨在瞭解青少年的親子關係、自我概念對其壓力因應策略的影響。以臺北市與新北市的國中二年級學生為研究對象，採分層隨機抽樣與自填問卷方式進行資料蒐集，共回收427份有效問卷。透過卡方檢定、獨立樣本T檢定、皮爾森積差相關、單因子變異數分析進行統計檢定，並由迴歸分析與路徑分析建立親子關係、自我概念與壓力因應策略的路徑圖。本研究之主要發現如下： 一、 在背景變項的部分，男女性青少年在自我概念上有差異；父母的教育程度、職業、家庭社經地位對自我概念皆有影響；而青少年居住地區不同，其親子關係、自我概念與壓力因應策略亦有所差異。 二、 在青少年的親子關係中，相較於彼此的支持信任，與父母理性的溝通以及情感上的交流分享較缺乏。 三、 青少年的心理自我概念與生理自我概念普遍偏低。 四、 面臨壓力時，青少年多採正向的因應策略；在正向策略中，最常採取暫時擱置問題策略，最少採取尋求師長的建議策略。 五、 青少年的親子關係越好、自我概念越佳，壓力因應策略越正向，透過迴歸分析預測壓力因應策略發現，親子關係與自我概念可解釋達42.1%的變異量。 據此，本研究提出以下建議： 一、 學校應規劃壓力因應策略的方案課程，使青少年學習更多元的因應策略；並重視青少年期的心理風險與社會適應問題，提升青少年的自我概念。 二、 社會工作實務的部分，可安排親子溝通相關議題的親職教育課程，同時設計親子團體，增加親子互動與學習的機會。 三、 父母應尊重青少年為一獨立的個體，不過度干涉青少年的隱私，避免以權威的態度來管教子女，而是在相互信任的關係中，以開放平等的態度，適時地關懷青少年的生活狀況。 四、 傳播媒體可增加親職教育、親子關係等相關資訊的普及性，但也應對所傳播之訊息嚴格把關，將各類資訊分級以符合各年齡層的閱聽人。 / This study aimed at understanding the effect that parent-child relationship and self-concept has on the coping strategies of adolescents. The subjects of this study were selected from the second grade junior high school students in Taipei City and New Taipei City. In-class survey method with structured questionnaire was employed to collect data for the study. A total of 427 valid samples were collected. Based on statistical data analyses, the study findings are as follows: 1. There are differences between male and female’s self-concept. The education, occupation of parents and social economic status have influences on adolescents’ self-concept. Adolescents of different city present significant differences in parent-child relationship, self-concept and coping strategies. 2. Compared to support and trust, adolescents are lack of communication and emotional interaction with their parents. 3. The mental self-concept and social self-concept of adolescents are generally low. 4. When under pressure, adolescents adopt more positive coping strategies. In the positive strategies, the most frequently used coping strategy is temporary- put-off strategies. The least frequently used one is support- seeking strategies. 5. Parent-child relationship and self-concept are significantly associated with coping strategies. Finally, the research provides suggestions based on the result. First, school should pay attention to psychological risks and social adjustment problems of adolescents. Second, social work agencies can provide parenting education program and group work to increase parent-child interaction. Thirdly, parents should respect that the adolescent is an independent individual and should not excessively interfere his/her privacy. Finally, the media community should ensure the correctness of dissemination of information about parenting education and parent-child relationship.

本研究旨在探討國小學生家庭社經地位與自我概念對學業成就之影響。研究採用問卷調查法，以新北市國小學生為樣本母群體，採分層隨機叢集抽樣，抽出20所國小共計740位受試者，回收有效問卷659份，所得資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析、及多元逐步迴歸分析等統計方法進行資料的分析與處理，以了解國小學生家庭社經地位、自我概念與學業成就之現況、差異情形及國小學生家庭社經地位與自我概念對學業成就的預測力。 研究結論如下： 一、國小學生自我概念現況屬中上程度，以「心理自我概念」最高。 二、國小學生學業成就現況屬中上程度，以「國語科學業成就」最高。 三、就讀年級在整體自我概念上有顯著差異，五年級高於六年級。 四、性別在英語科學業成就上有顯著差異，女性學生高於男性學生；就讀年級在國 語科及社會科學業成就上有顯著差異，六年級學生高於五年級學生。 五、家庭社經地位在國小學生自我概念上有顯著差異，高社經地位或中社經地位高於低社經地位。 六、家庭社經地位在國小學生學業成就上有顯著差異，高社經地位及中社經地位高於低社經地位。 七、家庭社經地位與自我概念對學業成就具顯著正相關及預測效果。 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、教育人員以及未來研究的參考。 / The purpose of this study is to investigate the effect of socio-economic status and self-concept on academic achievement of elementary school students. A survey research was conducted using a sample of the fifth and sixth grade students of elementary schools in New Taipei City. 740 students from 20 schools were selected by stratified random sampling and cluster sampling. 659 valid sample data were collected, analyzed and processed with the methods of descriptive statistics, independent samples t-test, one-way ANOVA, and multiple stepwise regression analyses.The major findings of this study are as follows: 1.Elementary school studen’s self-concept is above average, “psychological self-concept” ranks the highest position. 2.Elementary school student’s academic achievement is above average, “Chinese academic achievement” ranks the highest position. 3.Grade show significant differences in self-concept, students who are in the fifth grade show higher performance than those in the sixth grade. 4.Gender show significant differences in English academic achievement, female students show higher performance than male students. Grade show significant differences in Chinese academic achievement and Society academic achievement, students who are in the sixth grade show higher performance than those in the fifth grade. 5.Socio-economic status show significant differences in self-concept, students who have high socio-economic status or intermediate socio-economic status show higher performance than those of low socio-economic status. 6.Socio-economic status show significant differences in academic achievement, students who have high socio-economic status and intermediate socio-economic status show higher performance than those of low socio-economic status. 7.Socio-economic status and self-concept are positively related to academic achievement. In addition, socio-economic status and self-concept have positive direct effect on academic achievement. Based on the findings and the conclusions, further suggestions for educational administration authorities, pedagogical individuals and future related study are proposed.

本研究旨在探討外籍配偶子女的自我概念、生活適應與學業成就之相關研究。主要目的有七：（一）了解並分析目前外籍配偶子女就讀國中自我概念與生活適應情形。（二）探討背景變項不同的國中外籍配偶子女之自我概念差異情形。（三）探討背景變項不同的國中外籍配偶子女之生活適應差異情形。（四）探討背景變項不同的國中外籍配偶子女之學業成就差異情形。（五）瞭解國中外籍配偶子女的自我概念、生活適應與學業成就之相互關係。（六）分析國中外籍配偶子女背景變項、自我概念與生活適應對學業成就的預測情形。（七）分析並歸納研究結果，提出具體建議，作為政府機關規劃相關政策和學術研究的參考。 本研究採用問卷調查法，係以就讀桃園縣公立國中外籍配偶子女為研究對象，採立意抽樣共取樣 536人，有效問卷508份，回收率95.67%。測量工具包括「個人基本資料調查表」、「學業成就」、「自我概念量表」、「生活適應量表」等四部分。依據所得資料，主要運用描述統計、單因子變異數分析、多變項變異數分析、逐步多元迴歸分析等統計方法驗證假設。 本研究的主要結果分述如下： 一、整體而言國中外籍配偶子女自我概念程度是在中等以上，最高的是學校 自我，最低的是生理自我。背景變項（性別、年級、父親教育程度、經 濟狀況、父母管教方式、學校地區）在自我概念上有顯著差異。 二、整體而言生活適應程度是在中等以下，人際適應最佳，學校適應較差。 背景變項（性別、經濟狀況、父母管教方式、學校地區〉在生活適應上 有顯著差異。 三、國中外籍配偶子女學業成就最高的是國文，最低的是數學。背景變項 （性別、年級、父親教育程度、母親教育程度、居住狀況、經濟狀況、 父母管教方式）在學業成就上有顯著差異。 四、國中外籍配偶子女對自我概念瞭解程度，自我概念越高生活適應越好。 在生活適應層面中個人適應、學校適應、家庭適應及人際適應具有顯著 差異。 五、國中外籍配偶子女在自我概念層面中的家庭自我、學校自我及道德自 我，與國文、英文及數學學業成就具有顯著差異，顯示自我概念層面其 中家庭自我、學校自我、道德自我得分越高，表示學業成就越好。 六、國中外籍配偶子女整體生活適應及各層面的個人適應、家庭適應、學校 適應、人際適應越好，國文、英文及數學學業成就越高。在生活適應層 面中個人適應、家庭適應、學校適應及人際適應，與國文、英文及數學 學業成就具有顯著差異。 七、國中外籍配偶子女當人際適應越好時，數學領域的表現會越好。當人際 適應越好時，國文領域的表現會越好。對家庭自我瞭解程度越高、人際 適應越好時，數學領域的表現會越好。 八、在預測國中外籍配偶子女國文領域學業成就層面，以學校適應最具預測 力，可解釋或預測8.7%。在預測英文領域學業成就層面，管教方式最具 預測力，可解釋或預測9%。在預測數學領域學業成就層面，以管教方式 最具預測力，可解釋或預測4.8%。 最後，根據研究結果，提出具體建議，以供家長、教育工作者及未來研究參考之用。 / The purpose of this research aims to investigate the correlations among self-concept, life adjustment and academic achievement of foreign spouses’ children. There are seven main objectives: (1) to find out and analyze self-concept and life adjustment of foreign spouses’ children in junior high school nowadays; (2) to make careful inquiry about the variation of their self-concept with different background variables; (3) to make careful inquiry about the variation of their life adjustment with different background variables; (4) to make careful inquiry about the variation of their academic achievement with different background variables; (5) to realize the correlations among their self-concept, life adjustment and academic achievement; (6) to employ self-concept and life adjustment as variables to predict their academic achievement; (7) to draw a conclusion of the research and propose concrete suggestions as references for the related policies of governmental organizations and academic studies. This research used the questionnaire survey method and chose foreign spouses’ children who study in Taoyuan junior high school as objectives. The research selected 536 students as purposive samples in which 508 questionnaires were returned, yielding a 95.67% response rate. The measurement applied in this study includes “Personal Information Survey”, “Academic Achievement”, “Self-Concept Scale” and “Life Adjustment Scale”. According to the collected data, the hypothesis of the research is verified by the statistical methods including descriptive statistics, one-way ANOVA, multi-way ANOVA and multiple regression analysis. The findings of this research are illustrated as follow: 1.On the whole, the degree of self-concept that foreign spouses’ children have is above the average. They have the highest degree of school-self, the lowest degree of physical-self. The background variables (including sex, grade, their father’s education level, economic status, parenting style, and school region) act significant differences on their self-concept. 2.In general, the life adjustment of the foreign spouses’ children lies under the average level. Their interpersonal adjustment works the best within this variable whereas the school adjustment performs the worst. The background variables (including sex, economic status, parenting style and school region) act significant differences on their life adjustment. 3.The academic achievement of junior high school students born of foreign spouses shows the best performance in the subject, Chinese. On the contrary, they present the worst in mathematics. The background variables (including sex, grade, their father’s education level, their mother’s education level, economic status, and parenting style of parenting style) act significant differences on academic achievement. 4.As for the degree of the self-concept the foreign spouse’ children in junior high school have, the higher degree of their self-concept leads to the better performance of their life adjustment. At the level of life, personal, school, family and interpersonal adjustment show significant differences. 5.The self-concept within which consists of family, school and moral self shows significant differences from the academic achievement of Chinese, English and mathematics. The higher scores of family, school and moral self they have at the level of self-concept will cause better academic achievement. 6.The better their life adjustment and its components (the personal, family, school and interpersonal adjustment) act, the higher academic achievements they possess in Chinese, English and mathematics. There are significant differences between the level of life adjustment (personal, family, school, interpersonal adjustment) and academic achievements of Chinese, English, and mathematics. 7.The better interpersonal adjustment the foreign spouses’ children have, the better they show their academic achievement in mathematics and Chinese. It has also been revealed that they present better interpersonal adjustment and better achievement in mathematics if they understand their family self better. 8.While predicting Chinese academic achievement of foreign spouse’ children, the research shows the best predictable variable is school adjustment which can explain and forecast the degree of accuracy at the rate of 8.7%. Besides, at the level of predicting English academic achievement, the best predictable variable is parenting which can describe and foretell the degree of accuracy at the rate of 9%. As to the prediction for mathematics academic achievement, the best predictable variable is also parenting which can predict accurately at the rate of 4.8%. Finally, according to the results of the research, I propose specific suggestions for the parents, educators and future researchers are proposed subject as a reference resource.

本研究探討真實自我、理想自我與品牌人格的一致性以及消費幻想，對於消費者品牌偏好度之影響，並將真實自我、理想自我與品牌人格的一致性分為五大構面，探討各構面對於消費者品牌偏好度之相對影響。採用Aaker (1997) 所發展出來的品牌人格量表來衡量真實自我、理想自我以及品牌人格，消費幻想的衡量則是採用黃依婷 (2006) 所發展之幻想程度的量表。 本研究選擇進行問卷調查的品牌包含象徵型及功能型兩類型，且具高知名度、不同來源國、消費者使用目的及產品價格等特質，經由與專家討論，選出台灣的宏碁 (Acer)、法國的路易威登 (LV)以及美國的星巴客 (Starbucks)，並將問卷以品牌分為三類，採隨機發放，共收集428份有效問卷，其中Acer品牌問卷有134份、Starbucks品牌問卷有143份、LV品牌問卷有151份，透過一般線性模式分析，驗證品牌人格與自我一致性以及消費幻想，對於消費者品牌偏好度之影響。 研究結果顯示，真實自我及理想自我與品牌人格的一致性、消費幻想及品牌對於消費者品牌偏好度均無影響，但是真實自我及理想自我與品牌人格的一致性與消費者品牌偏好度間的關係，會受到消費幻想及品牌的影響。對於象徵性品牌而言，消費幻想高的人並不在意品牌與自己之真實自我或是理想自我有無一致，只要品牌的象徵性意涵豐富，能夠滿足其幻想，消費者就會對品牌有較高的偏好，消費幻想低的人比較務實，所以對於象徵性品牌的偏好度較低；就功能性品牌而言，消費幻想高的人除了產品基本的功能性訴求之外，還希望品牌能夠用來表達真實自我或是理想自我，但是消費幻想低的人比較實際，較注重產品的功能面，所以比較不在意品牌是否能展現自己。若將真實自我一致性分為五個構面來看，真實領先自我一致性對於消費者品牌偏好度有影響，且此關係亦會受到消費幻想的影響，真實誠懇自我一致性與消費者品牌偏好間的關係，會受到消費幻想及品牌的影響。 對於廠商而言，若其品牌屬於象徵性品牌，應該將品牌之象徵性意涵更為突顯吸引更多消費幻想高的人，不需在意品牌人格是否與消費者之自我一致，若其品牌屬於功能性品牌，廠商對於消費幻想低的人應該著重加強品牌功能的宣傳，對於消費幻想高的人要使得品牌具有人格特質以表達消費者的自我。對於消費者而言，若能先瞭解自己消費幻想的程度，將有助於選擇適合自己的品牌。消費幻想高的人，在選購象徵性品牌時，可選擇象徵性意涵豐富的品牌，在選購功能性品牌時，建議選擇符合自己所追求人格特質的品牌；若為消費幻想低的人，不建議購買象徵性品牌，在購買功能性品牌時，要特別注意其功能的表現。 本研究將品牌人格與自我一致性分五大構面，探討其對於消費者品牌偏好的影響，確實瞭解真正影響消費者對於品牌偏好度之品牌人格與自我一致性的特質，能夠給予廠商明確的建議。在本研究之前，對於消費幻想的研究僅止於理論的發展及量表的建構，本研究將消費幻想進行品牌偏好度的實務驗證。 / The main purpose of this research is to investigate the effects of real-self congruity, ideal-self congruity, and consumer fantasy on consumers’ brand preferences. Furthermore, the research divided real-self congruity and ideal-self congruity into five dimensions to discuss the effects of each dimensions on consumers’ brand preferences. The American brand personality scale proposed by Jennifer Aaker in 1997 was used to measure brand personality and self congruity, while consumer fantasy was measured using the fantasy scale by Huang, Yi-Ting (2006). Brands in the research included both symbolic brands and functional brands, that are well-known, come from different countries of origin, used for different usage purposes, and carry different prices. After discussions with a professional, Acer, Louis Vuitton (LV), and Starbucks were selected. Questionnaires for each brand were developed and were distributed randomly. 428 valid questionnaires were collected, among which 134 were Acer brand questionnaires, 143 were LV questionnaires, and 151 were for Starbucks. Data was analyzed by general linear model. The results of the research are in the following. 1. There were no effects of real-self congruity or ideal-self congruity, consumer fantasy, and brands on brand preferences. 2. The relationships between real-self congruity and brand preferences or ideal-self congruity and brand preferences are affected by consumer fantasy and brands. 3. For symbolic brands, consumers with high fantasy don’t care whether the personalities of the brands are consistent with their real-self or ideal-self concepts. As long as the symbols of the brands can satisfy their fantasy, they will have high brand preferences. 4. For functional brands, consumers with high fantasy still hope that the brands can express their real-self or ideal-self concepts. In contrast, people with low fantasy are realistic so they focus a lot on the function that the brands can provide them and don’t care whether the brands can express themselves. 5. The relationship between real-leading-self congruity and brand preferences is affected by consumer fantasy. 6. The relationship between real-sincere-self congruity and brand preferences is affected by consumer fantasy and brands. Businesses whose brands are symbolic ones should emphasize the symbols of their brands to attract more consumers with high fantasy levels but don’t need to be as concerned with whether the personalities of the brands are consistent with consumers’ real-self or ideal-self concepts. On the other hand, businesses whose brands are functional brands should emphasize the great functionality of their brands to attract consumers with low fantasy and make the brands have personalities to express consumers’ real-self or ideal-self. Moreover, consumers should understand the degree of their fantasy to help them purchase suitable brands. When purchasing symbolic brands, consumers with high fantasy can select brands with rich symbols, while when purchasing functional brands, they should buy brands with personalities that fit their real-self or ideal-self. Consumers with low fantasy should buy less symbolic brands and should pay attention to the functions of the brands when purchasing functional brands. This research contributes by dividing the real-self congruity and ideal-self congruity into five dimensions and discussing the effects of each of them on brand preferences. This can lead to a better understanding of how the real personalities of brands and consumers’ self concepts affect brand preferences which will be useful to help companies form branding strategies. In addition, prior to this research, the studies about consumer fantasy were limited to the development of theories and the construction of the scale to measure consumers’ fantasy. This research connects consumer fantasy and brand preference to study the relationship between them.

近年來台灣民眾對於智慧型手機的依賴程度越來越高，隨著通訊費率調降、無線網路發展進步及平價化等因素,智慧型手機已融入民眾生活，不僅是通訊工具，也同時反映著使用者的生活風格與型態,並具有形象傳達的功能．從2008年在Apple宣布以iPhone 3G進軍電信業之後,許多國際品牌大廠開始重視原本只著重在滿足利基型市場的智慧型手機產品；因此，智慧型手機市場 也從2008年開始迅速由以往的利基型市場轉變為高度競爭的「紅海」戰區。當國際手機大廠皆注意到智慧型手機市場且當功能性手機市場幾乎已達到飽和狀態下,智慧型手機的廠商就必須絞盡腦汁來因應即將到來的激烈市場競爭。因此,除了智慧型手機廠商在硬體規格上的不斷推陳出新及價格上的低價競爭，如何去開發品牌以增加顧客忠誠度已是今日各廠商需重視的課題之一。 本研究以問卷調查的實證研究方式，共得到有效問卷 226份，探討品牌形象、品牌個性、自我概念、顧客體驗性價值會如何影響品牌忠誠度,期望本研究能夠找出提供品牌廠商在品牌事業上的經營或行銷策略建議以期提升消費者的長期品牌忠誠度。 研究結果發現：自我概念對於品牌個性與品牌形象皆有不同顯著的影響，而顧客體驗性價值受到產品使用行為的影響，顧客體驗價值對於品牌忠誠度也有顯著的影響，品牌個性及品牌形象對於品牌忠誠度皆有正向影響，其中象徵性品牌形象影響最為顯著; 最後,本研究針對不同自我概念下的智慧型手機消費者，根據本研究所論述之品牌個性和品牌形象因素,提出相關行銷建議與策略。