學位論文

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/73861

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    The Relationship between Psychological Flexibility and Psychological Well-Being with the Moderation Effect of Self-Efficacy and Study Abroad Experience
    (2019) 呂宜蓁; Lu, Yi-Chen
    In this globalized world, there is an increasing number of study abroad program. In addition, the existing literature is often discussing the cross-cultural capacity of the students who have study abroad experience. However, mental health and the level of psychological well-being of the students who went abroad is also important. Therefore, the study aims to understand the level of psychological well-being of the students with study abroad experience. Moreover, this study examines the relationship between psychological flexibility, and psychological well-being, and test the moderation effect of self-efficacy and study abroad experience to the relationship between psychological flexibility and psychological well-being. There is a total of 256 surveys collected in this study. Among these 256 responders, 220 had study abroad experience. The researcher analyzed the 220 samples to examine the relationship between the variables mentioned above. In the other hand, the researcher separates the 256 data into two groups. One group has over 8 months of study abroad experience, and the other group has less than 8 months of study abroad experience (including no experience). This study compared two group’s means in terms of psychological well-being. The result of this study presented (a) a significant effect between psychological flexibility and psychological well-being, (b) a negative moderation effect of self-efficacy to the relationship between psychological flexibility and psychological well-being, and (c) there is a significant difference in psychological well-being level between students who studied abroad over 8 months and less than 8 months. However, there is no moderation effect of study abroad experience to the relationship between psychological flexibility and psychological well-being.
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    測量動機對師大學生學業成就的影響
    (2011) 呂佳蓉; Chia-Jung Lu
    本研究以師大大學部修習通識課(管理學及行銷學)學生為研究對象,共232個樣本數來研究動機與學習成就的關係. 研究者以三種動機理論來測試學生的學習成就--包括歸因理論,動機理論,自效理論. 分析工具則採用描述統計,t檢定和迴歸. 本研究發現師大的學生有高度的內在動機. 他們通常把學業成功歸因於"努力";他們擁有自信;他們可以獨力完成一份工作. 此外,他們的父母給他們自主權. 因此本研究建議應加強學生的內在動機與自效,以提高學習成就. 另外,本研究發現人口統計資料對學生有重大影響,如性別: 女生高於男生; 區域則有城鄉差距. 學生家長的收入對學生也有重大影響--較低收入家庭的學生比較高所得家庭的學生動機高. 本研究可增益於老師,家長和學生.