:::

詳目顯示

回上一頁
題名:體育班學生知覺學校創新氣氛與學生承諾之關係:以建言動機與建言行為做為中介變項
作者:許子淵
作者(外文):HSU,TZU-YUAN
校院名稱:大葉大學
系所名稱:管理學院博士班
指導教授:洪福源
學位類別:博士
出版日期:2021
主題關鍵詞:學校創新氣氛建言動機建言行為學生承諾school innovation climatevoice motivationvoice behaviorstudent commitment
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:0
全球教育環境逐步走向「創新經營」與「開放自由」的趨勢,臺灣各級學校在面臨「少子化」的衝擊下,部分學校已捨棄過去傳統、被動的經營理念,並朝向如何發掘學生建言與增進學生承諾,已是目前學校經營與學生學習成長的重要議題。本研究採問卷調查法,以高級中學體育班學生為調查和分析的對象,並編製「學校創新氣氛量表、建言動機量表、建言行為量表及學生承諾量表之研究調查問卷」進行調查,以臺中市 13 所公立高級中學 520 位體育班學生為研究樣本,將蒐集到的資料以 t 考驗、單因子變異數分析、Scheffe’ 事後考驗法、Pearson 相關、SEM結構方程模式分析等統計方法進行處理與分析。
本研究結果發現:1.擔任幹部體育班學生在各變項中得分高於未擔任幹部者;2.體育班二年級學生在建言行為得分普遍高於三年級及一年級學生;3.體育班學生學校創新氣氛、建言動機、建言行為以及學生承諾之間存在顯著正相關;4.體育班學生的建言動機和建言行為於學校創新氣氛及學生承諾之間關係具有中介效果。最後,依據本研究分析結果,提出實務上的具體建議措施與理論架構,俾供教育主管機關、經營體育班之學校實務參考及後續研究者探究本研究理論之延伸與實證。
The global education environment is gradually moving towards the trend of "innovative management" and "openness and freedom." Under the impact of "fewer children", schools at all levels in Taiwan have abandoned the traditional and passive business philosophy of the past, and are oriented towards how to explore students’ voice and enhance student commitment, is now an important issue for school management and student learning growth. This research adopts the questionnaire survey method, taking senior high school physical education students as the objects of investigation and analysis, and compiles the "School Innovation Climate Scale, Voice Motivation Scale, Voice Behavior Scale and Student Commitment Scale Research Questionnaire" for investigation. , Taking 520 students in physical education classes from 13 public high schools in Taichung City as the research sample, The collected data were processed and analyzed by statistical methods such as t test, single-way ANOVA, Scheffe’ post-test, Pearson correlation, SEM structural equation model analysis, etc.
The results of this investigation show that:
1. The scores in each variable of class cadres of PE classes are higher than those of students, not cadres. 2. The scores of voice behavior of the second-grade student in PE class, in general, higher than the third-grade and first-grade. 3. There is a significant positive correlation between PE student's school innovation climate, voice behavior motivation, voice behavior, and student commitment. 4. The motivation and behavior of PE students' voice behavior have a mediating effect on the relationship between school innovation climate and students' commitment. Finally, based on the analysis results of this study, specific practical suggestions and theoretical framework are put forward for the reference of education authorities and schools running physical education classes, and for the further researchers to explore the extension and empirical of the theory of this study.
參考文獻

一、中文文獻

中華民國109年全國中等學校運動會(2020年7月18日)。各縣市參賽人數統計。https://109sport.ptc.edu.tw/Module/Sigunp/Sta_ Unit_Real_Peoples.php
中華民國110年全國中等學校運動會(2021年4月17日)。各縣市參賽人數統計。https://110sport.ylc.edu.tw/Module/Sigunp/Sta_ Unit_Real_Peoples.php
方志斌(2015)。組織氣氛會影響員工建言行為嗎?。經濟管理,(5),160-170。
李方君、鄭粉芳、楊倩怡(2018)。員工建言行為的結果及其調節機制。暨南大學管理學院,26(4),710-718。
余舜基 (2018)。創意自我效能、組織創新氣候 對國中教師創意教學表現影響之跨層次研究。教育學報,46(1),143-164。
李衛東、劉洪(2014)。研發團隊成員信任與知識共享意願的關係研究-知識權力喪失與互惠互利的中介作用,管理評論,14(3),128-138。
吳三清、王婧、(2014)。組織學習、創新氛圍和創新績效的關係研究。科技管理研究,34(2),78-182。
何瑞枝、蔡啟通(2018)。不當督導與員工建言行為:建言效能的中介與政治技能的調節效果。管理學報 35(3),355 - 382。
吳彥彣、楊慶麟(2016)。國民中學組織創新氣氛對教師創新教學 影響之研究:以心理資本為中介。學校行政雙月刊,11,52-82。
周建濤、廖建橋(2012)。權力距離導向與員工建言:組織地位感知的影響。管理科學,1,35-44。
周浩、盛欣怡(2019)。管理者徵求建言的內在機制。心理科學進展,27(12),1980-1987。
邱怡蓁 (2017)。臺北市國小教師知覺學校創新氣氛與創新教學關係之研究。教育行政論壇,9(1),28-48。
邱皓政、陳燕禎、林碧芳 (2009)。組織創新氣氛量表的發展與信效度衡鑑。測驗學刊,56(1),69-97。
林文麒、鍾幸潔、蔡長清(2016)。餐旅相關科系學學習風格與教師教學風格之關聯性。商業現代化學刊,8(2)191-203。
林鉦棽(2007)。跨層次觀點下印象管理動機與主管導向之組織公民行為的關係:社會互動與組織政治氣候的調節角色。管理學報,24(1),93-111。
易明、羅瑾璉、王聖慧、鐘競(2018)。時間壓力會導致員工沉默嗎-基於sem與fsqca的研究。南開管理評論,21(1),205-217。
紀乃文、石蕙菱、郭智涵(2015)。建言或諫言?探討員工正、負向心情與建言行為的關係:轉換型與交易型領導的干擾效果。管理學報,32(1),43-68。
洪贊凱、嚴之妤(2017) 社會影響觀點探討建言行為的有效影響途徑:情感型信任及知覺同事網絡中心性的調節效果。人力資源管理學報,17(4),91-113。
段錦雲(2011)。中國背景下建言行為研究:結構、形成機制及影響。心理科學進展,19(2),185–192。
段錦雲、張晨、徐悅(2016)。員工建言行為的人口統計特徵元分析。心理科學進展,24(10),1568-1582。
徐聯恩、陳信宏、樊學良 (2018)。激勵員工創新行為:組織創新氛圍跨層次分析與創新效能感之中介效果。東吳經濟商學學報,96,35-66。
崔淼、肖咪咪、王淑娟(2019)。組織創新氛圍研究的元分析。南開管理評論,22(1),98-110。
陳盈淳(2015)。國中運動教練知覺工作特性與組織承諾關係之研究。嘉大體育健康休閒期刊,14(3),103-114。
張容榕(2019)。心理契約、組織承諾與工作滿意度之關連性研究-以某私立科技大學為例。樹德科技大學學報,21(2),49 -74。
張穎(2016)。學校管理實踐中的教師建言研究,教育評論,8,29-32。
張芳全(2004)。影響開發中國家教育品質因素之模型檢定。教育與社會研究,6,27-67。
游佳臻(2014)。員工建言行為回顧性研究。科技與人力教育季刊,1(2),20-32。
黃芳銘(2007)。結構方程模式:理論與應用(五版)。台北:五南。
楊美玉、柯佑宗 (2015)。人們為何能勇於建言?建言自我效能與團隊建言行為的效果。臺大管理論叢,25(3),39-66。
溫福星、邱皓政(2009)。組織研究中的多層次調節式中介效果:以組織創新氣氛、組織承諾與工作滿意的實證研究為例。管理學報,26(2),189-211。
潘玉龍(2019)。學校創新經營在校務經營之評析。臺灣教育評論月刊,8(3),151-159。
鄭雅婷(2015)。教師組織信任、組織承諾、學校組織氣氛對工作滿意度的影響。朝陽人文學刊,13(2),97-116。
鄭怡君、蔡俊傑(2016)。Bootstrap中介效果結構方程模式分析。國立臺灣體育運動大學,體育學系學刊,15,104。
熊漢琳、陳靖凱(2020)。大學校院學生事務組織創新經營之研究-以北部地區為例。中華創新發展期刊,5(1),76-95。
廖珮妏、呂辰軒(2019)。教師主動性人格增進其建言行為!由特質活化理論檢視知覺學校組織支持的潛在調節效果,管理實務與理論研究,13(1),1-21。
樊耘、馬貴梅、顏靜(2013)。建言行為研究的演進過程述評。人力資源管理,4,179-183。
蕭佳純(2011)。領導者創新領導行為、組織創新氣氛、知識管理能力與社區大學創新經營關連之探究。教育研究學報,45(1),45-46。
鍾乙豪(2019)。談班級經營—進教室脫鞋好不好?。臺灣教育評論月刊,8(3),224-226。
戴志璁、洪惠娟、張美瑤、陳信宏(2019)。學校組織氣氛與教師自我效能關係之研究-以高雄市立國民中學為例。Journal of Data Analysis,14(1),49-72。
謝文德、黃靖文(2016)。探討補教機構組織創新氣氛之研究。經營管理學刊,11(3) ,87-112。

二、英文文獻

Abhijeet, S, C., & Sharma, N. (2019). Employee Voice Behavior in orgahization: Measuring The Influence of voice efficacy towards employee voice behavior. Prestige International Journal of Management, 8(2), 37-43.
Ahmed, K. (1998). Culture & climate for innovation. European Journal of Innovation Management, 1(1), 30-43.
Aksu, A. (2016). Organizational deviance and multi-factor leadership. Educational Research and Reviews, 11(8), 589-597.
AlHarbi, J. A., Alarifi, S., & Mosbah, A. (2019). Transformation leadership and creativity. Personnel Review, 48(5), 1082-1099.
Amabile, T. M. (1996). The motivation for creativity in organizations. Harvard Business Review, 1(2), 396-240.
Amabile, T. M., & Gryskiewicz, S. S. (1988). A Model of Creativity and Innovation in Organzations, in Staw B.M. and Cumming L.L. (Eds.), Research in Organizational Behavior, 20, 123-167, Greenwhich, CT: JAI Press.
Anderson, J. C., & Gerbing, D. W. (1988), Structural equation modeling in practice: A review and recommended two-step approach, Psychological Bulletin, 103(3), 411-423.
Aragón, O. R., Dovidio, J. F., & Graham, M. J. (2016). Colorblind and multicultural ideologies are associated with faculty adoption of inclusive teaching practices. Journal of Diversity in Higher Education, 10(3), doi: 10.1037/ dhe0000026.
Argote, L., & Ingram, P. (2000). Knowledge transfer: A basis for competitive advantage in firm. Organizational Behavior and Human Decision Processes, 82, 150-169.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 24(5), 207-308.
Bagozzi, R. P., & Yi, Y. (1988), “On the evaluation of structural equation models,” Journal of the Academy of Marketing Science, 16, (1), pp. 74-94.
Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counselling Psychology, 31, 179–189.
Baron, R.M., & Kenny, D.A. (1986). The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Consideration. Journal of Personality and Social Psychology, 51, 1173-1182.
Beck, H.P., & Milligan, M. (2014). Factors influencing the institutional commitment of online students. Internet and Higher Education, 20, 51-56.
Bean, J. P. (1980). Dropout and turnover: the synthesis and test of a causal model of student attrition. Research in Higher Education, 12, 155-187.
Bean, J.P. (1990). Why students leave: Insights from research. In D. Hossler (Ed.). New Directions for Higher Education, No. 53. Managing College Enrollments (147-169). San Francisco: Jossey-Bass.
Bean, J. P., & Metzner, B. S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Higher Educational Research, 55(4), 485-540.
Bentler, P. M. (1982). Confirmatory factor analysis via noniterative estimation: A fast inexpensive method. Journal of Marketing Research, 19, 417-424.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness-of-fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
Bharadwaj, A. S. (2000). A resource-based perspective on information technology capability and firm performance: An empirical investigation. MIS quarterly, 24(1), 169–196.
Bharadwaj, S., & Menon, A. (2000). Making innovation happen in organizations: Individual creativity mechanisms, organizational creativity mechanisms or both? The Journal of Product Innovation Management, 17(6), 424-434.
Bibi, S., Khan, A., Qian, H.D., Garavelli, A.C., Natalicchio, A., & Capolupo, P. (2020). Innovative Climate, a Determinant of Competitiveness and Business Performance in Chinese Law Firms: The Role of Firm Size and Age. Sustainability, 12(12), 1-24.
Binder, M. (1998). Family background, gender and schooling in Mexico. The Journol of Development Studies, 35(2), 54-71.
Boehman, J. (2006). Affective, Continuance, and Normative Commitment among Student Affairs Professionals. Doctoral dissertation, Higher Education Administration, North Carolina State University.
Bollen, K. A. (1989). Structural equation modeling with latent variables. New York: John Wiley.
Braxton, J. M., Milem, J. F., & Sullivan, A. S. (2000). The influence of active learning on the college student departure process. Journal of Higher Education, 71(5), 569-590.
Brian, F. (1997).School Leadership: Some key ideas.School Leadership & Management,17(1),23-38.
Cabrera, A. F., Nora, A., & Castaneda, M. B. (1993). The role of finances in the persistence process: A structural model. Research in Higher Education, 33(5), 571-593.
Cabrera, A. F., Nora, A., & Castaneda, M. B. (1993). Structural Equations Modeling Test of an Integrated Model of Student Retention. Journal of Higher Education, 64(2), 123-139.
Cabus, S. J. (2015). Does Enhanced Student Commitment Reduce School Dropout? - Evidence from Two Major Dropout Regions in the Netherlands. Regional Studies, 49(4), 599-614.
Cavanagh, A. J., Aragón, O. R., Chen, X., Couch, B., Durham, M., Bobrownicki, A., & Graham, M. J. (2016). Student buy-in to active learning in a college science course. CBE—Life Sciences Education, 15(4), 76.
Cavanagh, A. J., Chen, X., Bathgate, M., Frederick, J., Hanauer, D. I., & Graham, M.J. (2018). Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course. CBE-Life Sciences Education, 17(10), 1-8.
Chen, Y. C. & Tsai, Y. J. (2020). Relationship Between Emotional Labor and Voice Behavior – Using Proactive Personality the Moderating Variable. Journal of Business Administration, 45(4), 33-61.
Chen, Y. S. & Hu, M. C. (2008). The Impact of Task Motivation and Organizational Innovative Climate on Adult Education Teachers’ Creative Teaching Performance: An Analysis of Hierarchical Linear Modeling. Bulletin of Education Psychology, 40(2), 179-198.
Cheung, G. W., & Lau, R. S. (2008) Testing mediation and suppression effects of latent variables Organizational Research Methods 11.
Cheung, G. W. (2009). A multiple-perspective approach to data analysis in congruence research Organizational Research Methods 12.
Chi, N. C., & Lee, H. C. (2018). Why do Employees speak up? The Effects of Employees’ Prosocial and Impression Management Motives on Voice Behaviors: Moderating Roles of Employee Promotion Focus, Affective Commitment, and Citizenship Pressure. Journal of Management and Business Research, 35(1), 1-25.
Chiu, I. C. (2017). A Study on the Relationship between Innovative Climate and Innovative Teaching among Teachers’ Perceptions in Elementary Schools in Taipei City. Forum of Educational Administration, 9(1), 28-48.
Crant, J. M. (2000). Proactive behavior in organizations. Journal of Management, 26, 435-462.
Cunningham, G. B., Sagas, M., Dixon, M., Kent, A., & Turner, B. A. (2005). Anticipated career satisfaction, affective occupational commitment, and intention to enter to the sport management profession. Journal of Sport Management, 19, 43-57.
Daniels, N., Sheahan, J., & MacNeela, P. (2020). Variables affecting first-year student commitment during the transition to college in Ireland. Health Promotion International, 35, 741-751.
Davis, B. J. (2014). University Commitment: Test of a Three-Component Model. Master dissertation, Industrial/Organizational Psychology, Minnesota State University, Mankato.
Detert, J., & Burris, E. (2007). Leadership behavior and employee voice: Is the door really ppen. Academy of Management Journal, 50(4), 869-884.
DeRue, D. S., Hollenbeck, J., Ilgen, D., & Feltz, D. (2010). Efficacy dispersion in teams: Moving beyond agreement and aggregation. Personnel Psychology, 63(1), 1–40.
Domnall, F. (2015). Student Voice: An Emerging Discourse in Irish Education Policy. International Electronic Journal of Elementary Education, 8(2), 223-242.
Dooley, R. S., & Fryxell, G. E. (1999). Attaining decision quality and commitment from dissent: The moderating effects of loyalty and competence in strategic decision-making teams. Academy of Management Journal, 42, 389-402.
Draper, J., Halliday, D., Jowett, S., Norman, I., Watson, R., Wilson-Bennett, J., Normand, C., & O’Brien, K. (2004). NHS cadet schemes: student experience, commitment, job satisfaction and job stress. Nurse Education Today, 24(3), 219–228.
Duan, J. Y., Zhang, C., & Xu, Y. (2016). A meta-analysis of the relationship between demographic characteristics and employee voice behavior. Advances in Psychological Science, 24(10), 1568-1582.
Dyne, L. V., Ang, S., & Botero, I. C. (2003).Conceptualizing employee silence and employee voice as multidimensional constructs.Journal of management studies, 40(6), 1359-1392.
Eggink, M. E. (2012). The role of innovation in economic development.D.Com.thesis, Pretoria, University of South Africa Perspective Information Management, 27(4), 104-118.
Fleming, D. (2013). Student Voice in Irish Post-Primary Schools – A Drama of Voices. University College Cork, Unpublished PhD thesis.
Fullerton, G. (2011). Creating advocates: The roles of satisfaction, trust and commitment. Journal of Retailing and Consumer Services, 18(2011), 92-100. doi: 10.1016/j.jretconser. 2010.10.003
Gao, L.P., Janssen, O., & Shi, K. (2011). Leader trust and employee voice: The moderating role of empowering leader behaviors. Leadership Quarterly, 22(4), 787–798.
Grant, A. M. (2013). Rocking the boat but keeping it steady: the role of emotion regulation in employee voice﹐Academy of Management Journal, 56(6), 1703-1723.
Grant, A. M., & Mayer, D. M. (2009). Good soldiers and good actors: Prosocial and impression management motives as interactive predictors of affiliative citizenship behaviors. Journal of Applied Psychology,94(4),900-912.
Green, S. G., & Bauer, T. N. (1995). Supervisory Mentoring by Advisers: Relationships with Doctoral Student Potential, Productivity, and Commitment. Personnel Psychology, 48, 537-562.
Griebler, U., & Nowak, P. (2012). Student councils: A tool for health promoting schools? Characteristics and effects. Health Education, 2, 105–132.
Hackett, C. D., & Sheridan, D. A. (2013). Predictors of Commitment to Graduation: African American Male Student Athletes in the California Community College System. Journal of Applied Research in the Community College, 20(2), 37-52.
Hagiwara, G. (2017). Relationship between sport participation behavior and the two types of sport commitment of Japanese student athletes. Journal of Physical Education and Sport, 17(4), 2412-2416.
Hagiwara, G., Kuroda, J., Oshita, K., Shimozono, H., & Matsuzaki, T. (2018). Relationships between athletic identity and the two dimensions of sport commitment of Japanese student athletes. Journal of Physical Education and Sport, 18(3), 1514-1518.
Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006), Multivariate Data Analysis (6th Ed.), Prentice Hall, Englewood Cliffs, NJ.
Hellman, C. M. (1994). Development of a Multi-Dimensional educational commitment scalm. Doctoral dissertation, Faculty of the Graduate College, Oklahoma State University.
Hsiao, C. C. (2011). The Relationship between Schools' Climate of Creativity, Teachers' Intrinsic Motivation, and Teachers' Creative Teaching Performance: A Discussion of Multilevel Moderated Mediation. Contemporary Educational Research Quarterly, 19(4), 85-125.
Hsu, C. W., Chang, Y. L., Wu, I. C. & Shu, F. P. (2011). Applications of Hierarchical Linear Models on Influence of Creative Climate of Schools and Effective Teaching on Creativity-Teaching Behaviors. Journal of Chinese Creativity, 2(2), 87-112.
Hsu, M. L. A., & Chen, F. H. (2017). The Cross‐Level Mediating Effect of Psychological Capital on the Organizational Innovation Climate–Employee Innovative Behavior Relationship. The Journal of Creative Behavior, 51(2), 128-139.
Huang, H. Q. & Li, F. (2021). Innovation climate, knowledge management, and innovative work behavior in small software companies. Social Behavior and Personality, 49(4), 1-17.
Huang, X., Van, V. E., & Van, V. G. (2005). Breaking the silence culture: Stimulation of participation and employee opinion withholding cross-nationally. Management and Organization Review, 1, 459-482.
Human-Vogel, S., & Rabe, P. (2015). Measuring self-differentiation and academic commitment in university students: A case study of education and engineering students. South African Journal of Psychology, 45(1), 60−70.
Jason M. R., Desiree, Collinsb, & Jamie, C. (2019) .Nursing students' commitment and the mediating effect of stress. Nurse Education Today, 76, 172–177.
Kakkar, H., Tangirala, S., Srivastava, N. K. & Kamdar, D. (2016). The dispositional antecedents of promotive and prohibilitive voice. Journal of Applied Psychology, 101, 1342-1351.
Katharina, K., Alexande, R. G., Ann-Kathrin, P., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and Instruction 35, 94-103.
Kim, T. Y., Wang, J., &Chen, J. (2018). Mutual trust between leader and subordinate and employee outcomes. Journal of Business Ethics 149, 945–958.
Kim, W., & Ok, C. (2009). The effects of relational benefits on customers' perception of favorable inequity, affective commitment, and repurchase intention in full-service restaurants. Journal of Hospitality & Tourism Research, 33(2), 227-244.
Kun, H. C., & Show, C. T. (2019). A case study of immersive virtual fieldwork in a primary school classroom: student learning experience and teacher-student interaction.Computer and Education, 140, 3-60.
Lau, R. S., Cheung, G. W. (2012). Estimating and comparing specific mediation effects in complex latent variable models. Organizational Research Methods, 15, 3–16.
Lee, H. M., & Jeng, B. J. (2014). Effect of Elementary School Teachers' Savoring on Innovative Behavior: Organizational Innovation Climate as Moderating Variable. Hua-Yi Journal of the Social Sciences and the Humanities, 30, 21-46.
Lee, K., Carswell, J. J., & Allen, N. J. (2000). A Meta-analytic review of occuational commitment: Relations with person-and work-related variables. Journal of Applied Psychology, 85(5), 799-1007.
LePine, J. A. & Van Dyne, L. (2001). Voice and cooperative behavior as contrasting forms of contextual performance: Evidence of differential relationships with big five personality characteristics and cognitive ability. Journal of Applied Psychology, 86, 326-336.
Li, F. J., Zheng, F. F, Yang, Q. Y., & Wang, S. M. (2018). The consequential influence of employee voice behavior and its boundary conditions. Advances in Psychological Science, 26(4), 710-718.
Liang, J., Farh, C. I. C., & Farh, J. L. (2012). Psychological antecedents of promotive and prohibitive voice: A two-wave examination. Academy of Management Journal, 55(1), 71-92.
Lin, S. C., Chou, L. F., Jen, C. K., & Tseng, C. J. (2017). Employee Voice Behavior: A Review and Future Research Agenda. Journal of Human Resource Management, 17(1), 1-33.
Litwin, G. H. & Stringer, R. A. J. (1968). Motivation and organizational climate, Boston: Division of Research, Graduate School of Business Adminstration, Harvard Uniersity.
Liu, W., Song, Z., Li, X. & Liao, Z. (2017). Why and when leaders’ affective states influence employee upward voice. Academy of Management Journal, 60(1), 238-263.
Liu, F., Chow, I. H. S., Zhang, J. C., & Huang, M. (2019). Organizational innovation climate and individual innovative behavior: exploring the moderating effects of psychological ownership and psychological empowerment. Review of Managerial Science, 13, 771–789.
MacKinnon, D. P. (2008). Introduction to Statistical Mediation Analysis. New York, NY: Lawrence Erlbaum Associates.
Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-Fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size. Psychological Bulletin, 103, 391-410.
Marsh, H. W. & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First- and higher-order factor models and their invariance across groups. Psychological Bulletin, 97, 562–582.
Mathisen, G. E., & Einarsen, S. (2004). A review of instruments assessing creative and innovative environments within organizations. Creativity Research Journal, 16(1), 119-140.
Mayes, E. (2020). Student voice in school reform? Desiring simultaneous critique and affirmation. Discourse: Studies in the Cultural Politics of Education, 41(3), 454-470.
Maynes, T. D., & Podsakoff, P. M. (2014). Speaking more broadly: An examination of the nature, antecedents, and consequences of an expanded set of employee voice behaviors.Journal of Applied Psychology, 99(1), 87–112.
McDonald, R. P., & Marsh, H. M. (1990). Choosing a multivariate model: Noncentrality and goodness-of-fit. Psychological Bulletion, 107, 247-255.
McGee, G. W., & Ford, R. C. (1987). Two (or more?) dimensions of organizational commitment: Reexamination of the affective and continuous commitment scales. Journal of applied psychology, 72, 638-641.
McNally, J. J., & Irving, P. G. (2010). The Relationship Between University Student Commitment Profiles and Behavior: Exploring the Nature of Context Effects. Journal of Leadership & Organizational Studies, 17(2), 201-215.
Meng, H., Shen, W. J., Han, Q. & Hang, G. Y. (2011). The Effect of Special Learning Orientation Training on Professional Commmitment. Research in Applied Psychology, 50, 121-146.
Meyer, J. P., & Allen, N. J. (1991). A three component conceptualization oforganizational commitment. Human Resource Management Review, 1(1), 61-89.
Meyer, J. P., & Allen, N. J. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, 49(3), 252-276.
Meyer, J. P., & Allen, N. J. (1984). Testing the “side-bet theory” of organizational commitment: Some methodological considerations. Journal of applied psychology, 69, 372-378.
Meyer, J. P., & Allen, N. J. (2004). TCM employee commitment survey. Academic users guide 2004. London, Canada: The University of Western Ontario.
Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to Organizations and Occupations: Extension and Test of a Three-Component Conceptualization. Journal of Applied Psychology, 78(4), 538-551.
Meyer, J. P., & Herscovitch, L. (2001). Commitment in the Workplace: Toward a General Model, Human Resource Management Review, 11(1), 299-326.
Milliken, F. J., Morrison, E. W. & Hewlin, P. F. (2003). An exploratory study of employee silence: Issues that employees don’t communicate upward and why. Journal of Management Studies, 40(6), 1453-1476.
Mitra, D. (2008). Balancing power in communities of practice: An examination of increasing student voice through school-based youth-adult partnerships. Journal of Educational Change, 9, 221–242.
Moolenaar, N., Daly, A. & Sleegers, P. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’innovative climate. Educational Administration Quarterly, 46(5), 623-670.
Morrison, E. W. (2011). Employee voice behavior: Integration & directions for future research. The Academy of Management Annals, 5(1), 373-412.
Morrison, E.W. (2014). Employee voice and silence. Annual Review of Organization Psychology and Organizational Behavior, 1, 173-197.
Morrison, E. W., & Milliken, F. J. (2000). Organizational silence: a barrier to change and development in a pluralistic world. Academy of Management Review, 25, 706–25.
Morrison, E.W., Wheeler-Smith, S.L., & Kamdar, D. (2011). Speaking up in groups: A cross-level study of group voice climate and voice. Journal of Applied Psychology, 96, 183-191.
Mowday, R.T., Steers, R.M., & Porter, L.W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224-247.
Mueller, M.J. (1997). Enzymes involved in jasmonic acid blosynthesis. Physiol plant 100﹐653-663.
Nora, A. (1987). Determinants of retention among Chicano students: A structural model. Research in Higher Education, 26(1), 31-59.
Nora, A., Attinasi, L. C., & Matonack, A. (1990). Testing qualitative indicators of college factors in Tinto’s attrition model: A community college student population. Review of Higher Education, 13(3), 337-356.
Nora, A., & Cabrera, A. F. (1993). The construct validity of institutional commitment: A confirmatory factor analysis. Research in Higher Education, 34(2), 243-262.
Osborne, J., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: a focus-group study. International Journal of Science Education, 23(5), 441–467.
Osman, J., Zainol, Z., Yahaya, R., & Hudin, N. S.. (2019). The Determinants of Student Commitment and Student-Institution Engagement in Malaysian Higher Education Institutions. International Journal of Academic Research in Business and Social Sciences, 9(7), 933–949.
Pace, C. R. (1984). Measuring the Quality of College Student Experiences. Los Angeles: University of California, Higher Education Research Institute.
Panigrahy, P. N., & Pradhan, K. R. (2015). Creativity and innovation: Exploring the role of HR practices at workplace. Presentation of Paper at National Conference organized by Ravenshaw B-School, Cuttak.
Parker, L. E. (1993). When to fix it and when to leave: Relationships among perceived control, self-efficacy, dissent, and exit. Journal of Applied Psychology, 78, 949-959.
Pascarella, E. T. & Terenzini, P. T. (1991). How College Affects Students. San Francisco: Jossey-Bass.
Pin-Fenn, Chou. (2017). Discussing the Moderating Role of Innovation Atmosphere between Change and Performance. Business and Management (SJEBM) 4(12): 880-883.
Pinder, C. C., & Harlos, K. P. (2001). Employee silence: quiescence and acquiescence as responses to perceived injustice. Research in Personnel and Human Resources Management, 20(1), 331–69.
Piria, I. P., & Arshadi, N. N. (2013). The effect of organizational justice on job performance, organizational commitment and turnover intention: The mediating role of trust in the organization and interpersonal trust.Achievements of psychological, 2(1), 92-69.
Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational Commitment, Job Satisfaction, and Turnover among Psychiatric Technicians. Journal of Applied Psychology, 59, 603-609.
Pryce, & Jones, J. (2010). Happiness at work: maximizing The psychological capital of your success. Oxford, United Kingdom: Willy Blackwell.
Ramadas, S., Serpa, S., Rosado, A., Gouveia, E., & Maroco, J. (2013). Development and Validation of the Elite Athlete Commitment Scale. Revista de Psicologia del Deporte, 22(2), 415-425.
Ramsey, J.R., & Lorenz, M.P. (2016). Exploring the Impact of Cross-Cultural Management Education on Cultural Intelligence, Student Satisfaction, and Commitment. Academy of Management Learning & Education, 15(1), 79-99.
Rezaei, P., Delavar, A., & Samavi, A. (2019). Standardization of the Persian Version of the Academic Commitment Scale. Strides in Development of Medical Education, 90, 1-6.
Rileya, J.M., Collins, D., & Collins, J. (2019). Nursing students' commitment and the mediating effect of stress. Nurse Education Today, 76, 172-177.
Robbins, S. P., & Judge, T. A. (2010). Organizational Behavior, 14thed, Prentice Hall, Upper Saddle River, NJ.
Rusbult, C. E. (1980). Commitment and satisfaction in romantic associations: A test of the investment model. Journal of Experimental Social Psychology, 16, 172-186.
Rusbult, C. E., Martz, J. M., & Agnew, C. R. (1998). The investment model scale: Measuring commitment level, satisfaction level, quality of alternatives, and investment size. Personal relationships, 5(4), 357−391.
Sandler, M. E. (2000). Career decision-making self-efficacy, perceived stress, and an integrated model of student persistence: A structural model of finances, attitudes, behavior and career development. Research in Higher Education, 41(5), 537-580.
Sarwar, M., & Ashrafi, G. M. (2014). Students’ commitment, engagement and locus of control as predictor of academic achievement at higher education level. Current Issues in Education, 17(3), 1-10.
Scanlan, T. K., Carpinter, P. J., Schmidt, G. W., Simons, J. P., & Keeler, B. (1993). An introduction to the sport commitment model. Journal of Sport & Exercise Psychology, 15, 1-15.
Scanlan, T. K., Chow, G. M., Sousa, C., Scanlan, L. A., & Knifsend, C. A. (2016). The development of the sport commitment questionnaire-2 (English version). Psychology of Sport & Exercise, 22, 233-246.
Selina, T, M., & Marianne, O. (2019) .Student Motivation in Science Subjects in Tanzania, Including Students’ Voices. Research in Science Education, 49, 1835–1859.
Shahzad, F., Iqbal, Z., & Gulzar, M. (2013). Impact of organizational culture on employees job performance: An empirical study of software houses in Pakistan. Journal of Business Studies Quarterly, 5(2), 56.
Shih, C. T., & Chen, S. J. (2011). The Social Dilemma Perspective on Psychological Contract Fulfilment and Organizational Citizenship Behaviour. Management and Organization Review, 7(1), 125-151.
Smith, K. (2011). Cultivating innovative learning and teaching cultures: A question of garden design. Teaching in Higher Education, 16, 427-438.
Spady, W. G. (1971). Dropouts from Higher Education: Toward an Empirical Model. Interchange, 2(3), 38-62.
St. John, E. P. (1992). Workable models for institutional research on the impact of student financial aid. Journal of Student Financial Aid, 22(3), 13-26.
Stamper, C. L., & Masterson, S. (2002). Insider or outsider? How employee perceptions of insider status affect their work behavior. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 23(8), 875-894.
Strasuss, L. C., & Volkwein, J. F. (2004). Predictors of Student Commitment at Two-Year and Four-Year Institutions. The Journal of Higher Education, 75(2), 203-227.
Sung, M.Y., & Hsu, T.Y. (2020). The Relationship between Awareness of Innovation Atmosphere and Student Commitment for Student-athletes in High School. International Journal of Arts and Commerce, 9(10), 1-8.
Sung, Y., & Choi, S. M. (2010). I won't leave you although you disappoint me: The interplay between satisfaction, investment and alternatives in determining consumer-brand relationship commitment. Psychology & Marketing, 27(11), 1050-1074.
Tangirala, S., & Ramanujam, R. (2008). Exploring nonlinearity in employee voice: the effects of personal control and organizational identification, Academy of Management Journal, 51(6), 1189-1203.
Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition (2nd Edition). Chicago: The University of Chicago Press.
Tinto, V. (1975). Dropouts from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125.
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition (1st ed). Chicago, IL: University of Chicago Press.
Tsai, C. T., & Kao, C. F. (2004). The Relationships Among Motivational Orientations, Climate for Organization Innovation, and Employee Innovative Behavior︰A Test of Amabile's Motivational Synergy Model. Journal of Management, 21(5), 571-592.
Uysal, S. (2015). Evaluation of the relational research studies on organizational culture and organizational climate at schools: A meta-analysis. The Journal of International Education Sciences,2(5),70-88.
Van, D. L., Ang, S., & Botero, I. C. (2003). Conceptualizing employee silence and employee voice as multidimensional constructs. Journal of Management Studies, 40(6), 1359–1392.
Van, H. M. (2005). Climate or Culture? A Plea for Conceptual Clarity in School Effectiveness Research. School Effectiveness and School Improvement, 16(1), 71-89.
Van Dyne, L., & LePine, J.A. (1998). Helping and voice extra-role behaviors: Evidence of construct and predicitive validtity. Academy of Management Journal, 41, 108-119.
Vogel, F.R., & Human-Vogel, S. (2016). Academic commitment and self-efficacy as predictors of academic achievement in additional materials science. Higher Education Research & Development, 35(6), 1298-1310.
Volkwein, J. F., Valle, S., Blose, G. & Zhou, Y. (2000). A Multi-Campus Study of Academic Performance and Cognitive Growth among Native Freshman, Two-year Transfers, and Four-year Transfers. Paper presented at the meeting of the Association for Institutional Research Forum, Cincinnati, OH.
Wang, T. L., Long, L. R., Zhang, Y., Zhou, H., & Zhang, J. W. (2019). The impact of employee organizational relationships on emotional commitment from the perspective of kinship exchange. Journal of Management, 16(6), 848-856.
Wen, F. H. & Chiou, H. J. (2009). Multilevel Moderated Mediation of Organizational Study: An Empirical Analysis of Organizational Innovation Climate, Organizational Commitment and Job Satisfaction. Journal of Management, 26(2), 189-211.
Wilkins, S., Butt, M. M., Kratochvil, D., & Balakrishnan, M.S. (2015). The effects of social identification and organizational identification on student commitment, achievement and satisfaction in higher education. Studies in Higher Education, 10, 1-21.
Williams, L. I., & Hazer, J. T., (1986), Antecedents and consequences of satisfaction and commitment in turnover models: A reanalysis using latent variable structural equation methods. Journal of Applied Psychology, 71(2), 219-231.
Wu, T. L., & Chao, S. M. (2010). A Study on the Relationship between Organizational Innovative Climate and Teacher's Knowledge Sharing in Elementary School. Bulletin of Education Research, 3(1), 69-95.
Wu, Y. W., & Yang, C. L. (2016). A Study of the Effect of Junior High School Organizational Innovation Climate to Teachers’ Innovative Teaching: Psychological Capital as a Mediator. School Administrators, 106, 52-82.
Yang, M. Y. & Ke, Y. T. (2015). Why Speak Up? The Effects of Voice Self-Efficacy and Group Voice Behavior on Indivdual Voice Behavior. NTU Management Review, 25(3), 39-66.
Zhang, MW-L. (2007). Comparison of the methods of constructing the confidence interval of the intermediary effect in the structural equation model. Structural equation modeling, 14, 227 - 246

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE