The consuming environment in the 21st century has transformed itno a stage of experience economy, consumers pursue the products which can create wonderful memories more than the ones with high quality and efficiency. Also, their consuming behaviors transform from being ration-dominated to being ration-and-emotion-mutually dominated; further, consumers are fascinated with not only products or services but also the unforgettable consuming experiences. In this way, Schmitt(1999) proposed strategic experiential modules¡]SEMs¡^¡Xsense, feel, think, act and relate marketing to create the integral experiences for customers, and even stated that the employment of the concepts of experiential marketing has turned out to be a fashion in practice. This study adopted Starbucks to be the analyzing target. The main purpose is to examine the effectiveness of experiential marketing and to discuss the impacts of experiential marketing on customer loyalty; then the study added involvement, consumers¡¦ life styles, and centrality of visual product aesthetics to be the moderate variables, to examine the relation between experiential marketing and consumer loyalty. Based on these analyzing results, the companies can find out the most effective moderate variables to develop the marketing strategies, and even to build up the competitive advantage. This study put emphasis on those who consume in Starbucks recently, to implement the empirical investigation through the questionaire method, distributing 577 samples while the valid ones got 532 in total. This study analyzed the collected data through descriptive statisitic analysis, reliability analysis, factor analysis, cluster analysis, multiple regression analysis, one-way ANOVA and so on, to verify the hypothses of this study and to come out these results as follow. 1.The higher the consumers¡¦ integral experiential evaluations are, the higher the customer loyalty is; the consumers¡¦sense experiences, think experiences, act experiences and relate experiences even have positive influences on customer loyalty. 2.For consumers being with diverse levels of involvement, the consumer loyalty alters with their experiential evaluations. 3.For consumers being with diverse centrality of visual product aesthetics, the consumer loyalty fails to alter with their experiential evaluations. 4.For consumers being with diverse life styles, the consumer loyalty fails to alter with their experiential evaluations. 5.Consumers who have different life styles will own divergent centrality of visual product aesthetics.

ABSTRACT THE RELATIONSHIP BETWEEN ATTACHMENT STYLES AND PERFECTIONISM IN HIGH SCHOOL STUDENTS Saya, Pelin M.S., Department of Educational Sciences Supervisor: Prof. Dr. G&uuml / l Aydin July, 2006, 81 pages The main purpose of the present study is to investigate the relationship between attachment styles and perfectionism as a function of gender in Turkish high school students. Factor structure of Multidimensional Perfectionism Scale in Turkish high school was also investigated. Four hundred and ninety five 11th grade high school students from four different state high schools in Ankara participated in the study. Turkish versions of Multidimensional Perfectionism Scale (MPS, Oral, 1999) and Relationship Scale Questionnaire (RSQ, S&uuml / mer &amp / G&uuml / ng&ouml / r, 1999b) were administered to students to collect data in the class settings. Factor analysis was employed to MPS items to identify the dimensions of perfectionism as perceived by the participants. Factor analysis revealed three factors named self-oriented perfectionism, other-oriented perfectionism and socially prescribed perfectionism. A 2 (gender) x 4 (attachment styles) factorial MANOVA was conducted to examine the possible associations between attachment styles and perfectionism and, whether such a relationship varies as a function of gender. The results of the MANOVA revealed no significant relationship between attachment styles and perfectionism as a function of gender.

The purpose of this study was to investigate the relationship between elementary school students¡¦ emotional experiences and their perception of teachers¡¦ power styles in classroom . In this study, 707 sixth-grade students in the great metropolitan Kaohsiung area were surveyed. The instruments employed in this study included Emotional Experiences Inventory for the Primary Students, and Teacher Power Styles Inventory. The statistical methods used for the data analysis were Descriptive Statistics, Analysis of Variance, Canonical Correlation, and Stepwise Multiple Regression. The main findings of this study were following¡G 1.The power style most frequently employed by teachers was the normative power style. On the other hand, the coercive power style was seldom employed by teachers nor was the remunerative power style. Many students had emotional experience of joy. A few students had emotional experiences of sadness and fear. 2.More girls had joy emotional experience than boys did. There were no significant differences between girls and boys for sadness and fear emotional experiences. 3.For each emotional experience, there were no significant differences among various birth orders, among family structures, or among socioeconomic states. 4.More male teachers employed the coercive power style than female teachers did. While more female teachers employed the remunerative power style and normative power style than male teachers did. 5.There were significant differences in the employment of remunerative power style among different years of teaching experience. However, there were no significant differences among the years of teaching experience for the employment of coercive power style, nor for normative power style. 6.There were no significant differences in the employment of power styles among different levels of teacher education. 7.There was a statistically significant interaction between students¡¦ birth order and sex for emotional experience of joy. 8.There was no significant interaction between students¡¦ sex and family structure for emotional experience. Also there was no significant interaction between students¡¦ sex and socioeconomic states. 9.There was a significant interaction between teachers¡¦ sex and the years of teaching experience for the employment of coercive power style. There was no significant interaction between teachers¡¦ sex and the years of teaching experience for the employment of remunerative power style, or for the normative power style. 10.There was a significant interaction between teachers¡¦ sex and education for the employment of coercive power style, and for the employment of remunerative power style. However, there was no significant interaction between teachers¡¦ sex and education for the employment of normative power style. 11.There was a significant correlation between teachers¡¦ employment of normative power style and students¡¦ emotional experience of joy. 12.Teachers¡¦ employment of normative power style had a great influence on students¡¦ emotional experience of sadness. 13.Teachers¡¦ employment of normative power style had a great influence on students¡¦ emotional experience of joy. 14.Teachers¡¦ employment of coercive power style had a great influence on students¡¦ emotional experience of fear. Finally, the researcher made several suggestions to the educational organizations, the primary school teachers, and the future studies.

As the economics prospers and large scale of enterprise, the concerned government authorities, enterprise and the public investors need quality accounting information to make decisions. CPA firms play a vital role in the providing of most accounting information. And the auditor of CPA firms is a key factor to affect the quality of auditing. Some studies have found that high job satisfaction will strengthen organizational commitment and lower the intention to quit. And the auditors will have better job performance. Therefore, it is important for the CPA firms to promote the auditors¡¦ job satisfaction. In this study, leadership style is used as independent variable, perception of job characteristics as an intermediary variable, and job satisfaction as a dependent variable. Besides, this study uses one way anova, regression analysis and lisrel to testify the hypothesizes based on data collected from 122 auditors from five big CPA firms. The result are as follows¡G 1.Overall, some supportive results of this study illustrate the significant difference in perception of job characteristics and job satisfaction among diverse personal characteristics. 2.Leadership styles have made significant difference in perception of job characteristic and job satisfaction. Of the four leadership styles, auditors under high-consideration and high-initiating perceive greater extent of perception of job characteristics and job satisfaction than those who under ant other leadership styles. 3.The perception of job characteristics has direct positive impact on auditors¡¦ job satisfaction. Especially the intrinsic satisfaction is influenced deeply by the perception of job autonomy and variety. 4.Leadership styles through the intermediary perception of job characteristics have indirect positive impacts on auditors¡¦ job satisfaction. According to the result above, this study suggests that the supervisor of accounting firms should put equal emphasis on consideration and initiating behaviors to enhance the auditors¡¦ perception of job characteristics. Therefore, the auditors will have more job satisfaction and better job performance.

Study of Teachers¡¦ and Students¡¦ Thinking Styles and their Interactions in Instruction Abstract The purposes of this study were (1) to compare the relationship among teachers and students¡¦ thinking styles and their background. (2) to explore the relationship among teachers¡¦ background, teachers¡¦ thinking styles, and teaching behaviors. (3) to investigate the relationship among teaching behavior, students¡¦ thinking styles, learning perception satisfaction, and achievement. (4) to explore the influences of different matching of teachers¡¦ thinking styles and students¡¦ thinking styles on learning perception satisfaction and achievement. (5) to investigate the changing condition of students¡¦ thinking styles. (6) to explore the impact of teachers¡¦ thinking styles on students¡¦ thinking styles. Two groups of subjects were arranged: with one including 254 high school teachers in Taiwan area, and the other including 14 teachers and their 507 students in Koashuing. Teachers were asked to fill out Thinking Styles Questionnaire for Teacher (TSQT¡¨ and Teaching Behavior Scale (TBS), while students Thinking Styles Questionnaire (TSQ) and Learning Perception Satisfaction Check List (LPSCL). Qualitative research (Classroom observation) is applied to explore the interaction of teachers and students. The data were analyzed by Pearson¡¦s product-moment correlation, t-test, canonical correlation, Hotelling¡¦s T , one-way MANOVA, Repeat Measure Analysis, and Multivariate Analysis of Covariance. The conclusion were drawn as follows: 1. On teachers¡¦ background: (1) There were significant differences between male and female in judicial, and liberal styles. (2) There were no significant differences between high, mid and low years groups in thinking styles. (3) There were significant differences between high, mid and low age groups in executive thinking styles. (4) There were significant differences between high, mid and low father¡¥s education in conservative thinking styles. (5) There were significant differences between high, mid and low mother¡¦s education in conservative thinking styles. 2. On students¡¦ background: (1) There were significant differences between male and female in executive, judicial, and local thinking styles. (2) Birth orders, father¡¦s education, and mother¡¦s education have no significant differences with thinking styles. 3. Students¡¦ is more inclined to legislative, global, liberal, and conservative styles in pre-test than in post-test. 4. Teachers¡¦ background had no canonical correlation with teachers¡¦ thinking styles. Teachers¡¦ thinking styles had canonical correlation with teaching behavior. Three canonical factors of Teachers¡¦ thinking styles efficacy explained 43.4% of all teacher behavior. 5. Teachers¡¦ legislative, executive, and liberal thinking styles had significant effects on students¡¦ thinking styles. 6. Some teaching behavior had significant correlation with students¡¦ thinking styles. 7. Teaching behavior had significant correlation with learning perception satisfaction, but not achievement. 8. Teachers¡¦ thinking styles had significant correlation with students¡¦ thinking styles. 9. Matching of teacher-student¡¦s thinking styles had significant correlation with learning perception satisfaction and achievement.

The Relationships Between Work Sheets, Thinking Styles, Self-Concept and Technological Creativity among Fifth and Sixth Graders Ping-Huang Chen Abstract The main purpose of this study was to investigate the relationships between worksheets, thinking styles, self-concept and technological creativity among fifth and sixth graders. The participants included 19 teachers and 535 pupils (291 fifth graders and 244 sixth graders) in Taipei and kaohsiung city. The employed instruments were Worksheets Appraisal, Self- Concept Appraisal, Thinking Styles Appraisal. The employed analysis methods were Descriptives, Multivariate Analysis of Variance, and Discriminant Analysis. The findings of this study revealed that (a) grade and gender had significant effects on technological creativity among the fifth and sixth Graders; (b) the teachers¡¦ application of worksheets in instruction, especially in teaching activity and evaluation, contributed to their pupils¡¦ development of technological creativity; (c) the legislative and the judicial thinking style had effects on the pupils¡¦ technological creativity; (d) self-concept, especially that about schools, had effects on the pupils¡¦ technological creativity; and (e) the teachers¡¦ use of worksheets and the pupils¡¦ thinking styles as well as self-concept could effectively predict the ability groups of the pupils¡¦ technological creativity. Finally, some suggestions were proposed for educational authorities, schools, teachers, and future studies.

Since personal computers and broadband Internet connections have become more and more prevalent, the application of e-Learning using the Internet is regarded as an important issue. In the literature, reflection plays an important role on improving learning performance. Hence, the issue on how to promote learners¡¦ reflection levels in a web-based learning environment becomes an essential research topic. The purposes of this research were to explore whether there are fits between reflection teaching strategies and thinking styles for better promoting learners¡¦ reflection levels. Further, learners¡¦ satisfactions on reflection learning were also discussed. A total of 223 graduate and undergraduate students, voluntarily participated to use the developed reflection learning system in this research. Twenty four learning situations are presented in the experiment according to the differences of reflection teaching strategies (constructive, guiding, and inductive) and thinking styles (legislative, executive, and judicial). And these learning situations are simplistically classified as fit or non-fit group. Learners were randomly assigned to either fit or non-fit group, and their reflection content was evaluated by two experts who have been well-trained. The results showed that there are fits between reflection teaching strategies and thinking styles for better improving learners¡¦ reflection levels. On the other hand, there is no significant difference on learners¡¦ satisfactions of reflection learning, but learners¡¦ average satisfactions on this kind of reflection learning is positive. Furthermore, this research also finds out that learners with at least one thinking style ranking on top of 25% adopting inductive reflection teaching strategy have higher satisfactions on reflection learning than learners adopting guiding reflection teaching strategy.

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<p>The aim of this study was to see if there existed any differences between male and female superiors. The theoretical framework was based on transformational, transactional and laissez-faire leaderships styles. The sample was employees in three companys (n=24). Three hypothesis were formulated: (1) female superiors are more transformational than male, (2) male superiors are more transactional than female and (3) male superiors are more laissez-faire than felmale. The method of measurement was a modified version of the Multifactor Leadership Questionnaire. The findings of the study did not confirm any differences between female and male superiors in the components of transformational and transactional leadership styles. The result of the hypothes that male superiors are more laissez-faire than female was confirmed. Male superiors applied behavios of the laissez-faire style more than female superiors. The findings were also related to previously research. It is important to point out that the findings of this study can not be generalized based on a smal sample.</p>

Reproduction de : Thèse de doctorat : Informatique : Toulouse, INPT : 2007. / Titre provenant de l'écran-titre. Bibliogr. 296 réf.