:::

詳目顯示

回上一頁
題名:國小教師性別平等教育知識信念、正向心理資本、組織公民行為與性別平等教育教學效能關聯模式建構之研究
作者:王敏如
作者(外文):Ming-Ju Wang
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:魏慧美
學位類別:博士
出版日期:2013
主題關鍵詞:性別平等教育知識信念正向心理資本組織公民行為性別平等教育教學效能Gender Equality Education Epistemological Beliefs (GEEEB)Positive Psychological Capital (PPC)Organizational Citizenship Behaviors (OCB)Gender Equality Education Teaching Efficacy (GEETE)
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(2) 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:50
國小教師性別平等教育知識信念、正向心理資本、組織公民行為
與性別平等教育教學效能關聯模式建構之研究
摘要
本研究旨在探討國小教師性別平等教育相關知能的知識信念對其在性別平等教育議題的教學效能影響,進而探討性別平等教育知識信念經正向心理資本和組織公民行為對性別平等教育教學效能的影響。
本研究以採問卷調查以高雄市101學年度公立國民小學的正式合格教師為研究對象,以學校班級數分層抽樣共抽取有效樣本人數443人,以探索性及驗證性因素分析對「性別平等教育知識信念」、「正向心理資本」、「組織公民行為」和「性別平等教育教學效能」這四個量表做測量模式的驗證;再以結構方程模式對性別平等教育知識信念會因正向心理資本與組織公民行為的中介效應而對性別平等教育教學效能有所影響的關聯模式做驗證,本研究的結論如下:
一、 本研究的性別平等教育知識信念的構面經統計考驗後包含「轉化辯證性」與「知識真理性」,故國小教師的性別平等教育知識信念為多向度的心理構念。
二、 本研究的正向心理資本的構念經統計考驗後包含「自我效能」、「樂觀」、「希望」與「復原力」,故國小教師的正向心理資本為多向度且具階層性的心理構念。
三、 本研究的組織公民行為的構念經統計考驗後包含「以學生為導向」、「公民美德」與「專業發展」,故國小教師的組織公民行為為多向度且具階層性的心理構念。
四、 本研究的性別平等教育教學效能的構念經統計考驗後包含「性別平等教育自我教學效能」、「性別平等教育一般教學效能」與「性別平等教育班級經營」,故國小教師的正向心理資本為多向度且具階層性的心理構念。
五、 本研究的「性別平等教育知識信念之轉化辯證性」會因「正向心理資本」和「組織公民行為」的中介效果影響到「性別平等教育教學效能」,且為完全中介的關聯模式。
The purpose of this study is to explore the influence of teaching efficacy that the elementary school teachers have the knowledge of Gender Equality Education Epistemological Beliefs (GEEEB) to implement the teaching of Gender Equality issues. Further, we also explore the influence of Gender Equality Education Teaching Efficacy (GEETE) that elementary school teachers combine Gender Equality Education Epistemological Beliefs with Positive Psychological Capital (PPC) and Organizational Citizenship Behaviors (OCB) to implement the teaching of Gender Equality issues. Besides, we construct the related model between GEEEB and GEETE and to explore whether the PPC and OCB will cause the impact of mediators.
A questionnaire survey is conducted in this study. This research used the statistical method of Structural Equation Modeling (SEM) as the method of analysis. There are 443 elementary school teachers in Kaohsiung city that take part in the research in 2012. We use exploratory and confirmatory factor analysis to execute the validation of measurement model of GEEEB scale, PPC scale, OCB scale and GEETE scale. Also, we utilize the Structural Equation Modeling (SEM) to execute the verification of related model of GEETE about the influence of mediator generated by GEEEB because of the PPC and OCB. The major findings of this research are as follows:
1. By the statistic verification, the GEEEB contains 2-dimensions of “transformation justification” and “knowledge truth”. In other words, the elementary school teachers exist psychological multi-dimensions for GEEEB.
2. By the statistic verification, the PPC contains 4-dimensions of “self-efficacy”, “optimism”, “hope” and “resilience”. In other words, the elementary school teachers exist psychological multi-dimensions for PPC.
3. By the statistic verification, the OCB contains 3-dimensions of “based on students”, “Citizenship virtue”, and “professional development”. In other words, the elementary school teachers exist psychological multi-dimensions for OCB.
4. By the statistic verification, the GEETE contains 3-dimensions of “self-teaching efficacy of gender equality education”, “general-teaching efficacy of gender equality education”, and “classroom management of gender equality education”. In other words, the elementary school teachers exist psychological multi-dimensions for GEETE.
5. Based on the research, the dialectic transform of GEEEB can influence the related model of full mediator because of the mediator effect from PPC and OCB.
參考文獻
一、中文部分
方德隆 (2000)。國民小學教科書性別意識型態的檢視。發表於教育部主辦,國立高雄師範大學性別教育研究所承辦,財團法人婦女政策推動發展文教基金會、高雄醫學大學兩性研究中心協辦,「千禧年全國兩性平等教育學術研討會」論文集,91-116。
王迺莉(2012)。尋找.性別.新方向—將性別議題藉由議題中心教學融入公民教育。性別平等教育季刊,61,31-44。
王敏如(2002,1月)。落實性別平等教育之課程決定。論文發表於國立高雄師範大學教育學系主辦之「國立高雄師範大學教育學系學生學術研討會」,高雄市。
王雁飛、朱瑜(2007)。心理資本理論與相關研究進展。外國經濟與管理,29(5),32-39。
王蘋(2012)。性別人權,一個不斷被開展的領域。性別平等教育季刊,61,45-53。
王儷靜、鄭珮妤(2012)。課本這樣教異性戀—國小教科書之分析。性別平等教育季刊,57,13-21。
白亦方、周水珍、杜美智、張惠雯(2012,7月)。新興議題於國中小課程實施的可行性分析。教育研究月刊,219,10-22。new window
朱美珍(2012)。中小學教科書建構什麼樣的性別論述。性別平等教育季刊,57,80-89。
朱森楠 (2001)。 一位國中中輟復學生的復原力及相關因素之探討研究。 新竹縣教育研究集刊,1,171-202。
西蒙‧波娃(Simone de Beauvoir)(1992)。第二性。台北:志文。
吳明隆(2007)。結構方程模式-Amos的操作與應用。台北:五南。
呂虹霖(2004)。國中學生知識信念、父母期望與學業成就之研究(未發表之碩士論文)。國立彰化師範大學教育研究所。
李茂興譯(1996)。諮商與心理治療,G. Corey, 著。台北:揚智文化。
李雯智(2010)。國小教師自我效能、工作特性、工作滿足、工作懈怠與組織公民行為之關係(未發表之博士論文)。國立嘉義大學國民教育所。new window
李蓉欣(2004)。中學地球科學教師教學後設認知能力與個人知識認識信 念之相關研究(未發表之碩士論文)。國立台灣師範大學地球科學研究所。
周麗玉(1999)。兩性平等教育融入九年一關課程綱要的時代意義。性別平等教育季刊,7,97-101。
林重岑(2008)。高中職學生數學知識信念、動機因素與學業表現之研究(未發表之博士論文)。國立彰化師範大學教育研究所。
林淑姬(1992)。薪酬公平、程序公平與組織承諾、組織公民行為關係之研究(未發表之博士論文)。國立政治大學企業管理研究所,台北市。new window
林進材(2000)。國小教師教學效能的理論與實際。高雄市:復文。
林鉦棽(1996)。組織公正、信任、組織公民行為之研究:社會交換理論的觀點。管理科學學報,16(3),391-415。
林碧雲(2008)。全球化對性別平等教育的影響及其對臺灣的啟示。當代教育研究,16(3),31-58。new window
姜定宇、鄭伯壎(2003)。組織忠誠、組織承諾、及組織公民行為研究之回顧與前瞻。應用心理研究,19,175-209。new window
洪久賢,殷童娟(2000,10月)。落實兩性平等教育之研究—以男生班實驗教學為例。論文發表於國立高雄師範大學性別教育研究所主辦之「千禧年全國兩性平等教育學術研討會」,高雄市。new window
洪碧霜、呂虹霖(2004)。教師知識信念與教師評鑑。教育研究月刊,127,93-99。new window
孫志麟(2009)。建立信心-教師自我效能七部曲。學富:台北市。
徐士弘(2011)。台南市國民小學學校組織健康與教師心理資本關係之研究(未發表之碩士論文)。國立臺南大學教育學系課程與教學碩士論文。new window
秦葆琦、王浩博(2012)。國民中小學各領域輔導員和學校教師對重大議題的問卷調查研究。教育研究月刊,219,23-24。new window
張文(2010)。中小學教師心理資本問卷的編制及其特徵分析(未發表之碩士論文)。西南大學碩士學位論文,中國,重慶。
張如慧(1998)。如何創造多元文化的兩性平等教室。教育研究集刊,41,103-118。new window
張玨、王舒芸(1997)。情慾自主與兩性平等的性教育。學生輔導,48,38-49。
張春興(1995)。現代心理學。台北:東華。
教育部(2010)。性別平等教育白皮書。台北:教育部。
畢恆達(1996)。已婚婦女的住宅空間體驗。本土心理學研究,6,300-352。new window
畢恆達(2000)。女生不愛運動嗎?兩性平等教育季刊,11,88-93。
莊明貞(1997)。「多元文化教育」在國小道德科的教學實施。道德教學與評量—多元化教育觀點,27-39。台北:師大書苑。
莊明貞(1999a)。性別議題與九年一貫國民教育課程改革。兩性平等教育季刊,7,87-96。
莊明貞(1999b)。「兩性教育」九年一貫國民教育課程綱要之規劃。教育研究資訊,7(4),28-47。new window
莊明貞(2003)。性別與課程:理念、實踐。台北:高等教育。
莊明貞(2012)。性別、知識與權力:九年一貫綜合活動教科書性別文本的分析。教育研究,217,52-73。new window
莊明貞、林碧雲(1999)。無性別歧視教育。兩性平等教育季刊,7,107-109 。
許道然(2002)。公部門組織信任與組織公民行為關係之研究(未發表之博士論文)。國立政治大學公共行政學系,台北市。new window
許道然(2003)。公部門組織信任與組織公民行為關係之研究。空大行政學報,13,1-36。new window
連子菁(2011)。國民小學校長真誠領導與教師變革承諾關係之研究:以教 師心理資本為中介變項(未發表之碩士論文)。國立台南大學教育經營與管理研究所。
郭明德(1999)。國小教師自我效能、班級經營策略與班級經營成效關係之研究(未發表之碩士論文)。國立高雄師範大學教育研究所。new window
郭明德(2002)。教師如何在班級經營中有效的運用權力。學生事務,14(2),77-83。
郭愛妹(2004)。西方女性主義心理學的理論研究(未發表之博士論文)。南京師範大學教育科學院基礎心理系,南京市。
陳木金(2006)。從班級經營策略對教學效能影響看師資培育的實務取向。教育研究與發展期刊,2(1),33-62。new window
陳芬苓、張盈堃 (2005) 宰制與抗拒:一所科技主導之大學校園所做的性別觀察。女學學誌:婦女與性別研究,19,1-46。new window
陳金定(2006)‧復原性適應:復原性適應與各類相關因子之動力關係(一)‧輔導季刊,42(3),1-11。new window
陳素秋(2012)。公民身分觀點下的性別議題教學。性別平等教育季刊,61,12-18。
陳皎眉(2000)。性別角色與性別刻板印象。載於教育部主編:兩性平等教育工作坊研習教材,33-42。台北:教育部。
彭台光、高月慈、林鉦棽 (2006)。管理研究中的共同方法變異:問題本 質、影響、測試和補救。管理學報, 23(1), 77-98。new window
游恆山(1991)。發展心理學。台北:五南。
游美惠(2001)。性別與多元文化。譚光鼎、劉美慧、游美惠(2001)編著,多元文化教育。國立空中大學。
游美惠(2002)。性別意識、使命感與教師專業成長:以性別平等教育的推動為例。教育研究資訊,10(6)。45-62。(NSC 88-2413-H-026-002)new window
焦興鎧(2007)。我國校園性騷擾防治機制之建構—性別平等教育法相關條文之剖析。臺北大學法學論叢,62,41-90。new window
黃文三(1994)。青少年性別角色發展及其相關因素研究(未發表之碩士論文)。國立高雄師範大學教育研究所。new window
黃安邦編譯(1990)。社會心理學。Sears, D. O., Freedan, J. L., &; L. A.Peplau 原著第五版。台北:五南。
黃怡瑾(2001)。兩性平等教育融入語文領域的教學設計。本文發表高雄市政府教育局主辦的高雄市九十年國民小學「九年一貫新課程性別平等教育課程與教學」工作坊(語文學習領域)研習。90年7月24-27日。高雄:高雄市七賢國民小學。
黃政傑(1995)。多元社會課程取向。台北:師大書苑。new window
黃純敏(2012)。性別多樣性、偏見與人權:多元文化教育的轉化力量。性別平等教育季刊,61,19-30。
黃淑華(2011)。幼兒教師視覺藝術知識信念與教學行為之研究(未發表之博士論文)。國立台南大學教育經營與管理研究所。new window
黃慧真譯(1990)。兒童發展,由楊國樞主編。莎莉‧溫德寇絲、歐茨(Sally Wendkos Olds)&黛安娜‧巴巴利亞(Diane E. Paplia)著。台北:桂冠。
蔡麗玲(2012)。公民身分觀點下的性別議題教學。性別平等教育季刊,42,12-18。
鄭燿男(2002)。國中小教師的組織公民行為及其影響因素之研究-學校組織公民行為模型初構(未發表之博士論文)。國立高雄師範大學教育學系。new window
鄭燿男(2004)。國民中小學教師的組織公民行為之影響模式。師大學報:教育類,49(1),41-62。new window
謝臥龍(1997)。從兩性平權教育的觀點探討教學互動歷程中的性別偏見。公教資訊季刊,1 (1),p.42-49.new window
謝臥龍(1999)。兩性平等教育整合實驗計畫之省思。學生輔導雙月刊,65,108-130。
簡成熙(2000)。男性研究在性/別研究及教育上的價值。兩性平等教育季刊,12,20-24。new window
羅瑞玉(2000)。青少年性別角色態度量表初探。學生輔導月刊,70, 132-151。
蘇芊玲(1998)。家庭—兩性平等教育的基石。本文原發表於台灣師範大學家政系主辦之「家庭教育」研討會,台北市。1998年3月11、12日。2010年10月30日,取自http://forum.yam.org.tw/women/backinfo/education/stone0.htmnew window
蘇芊玲(1999)。兩性平等教育的本土發展與實踐。台北:女書文化。new window
蘇芊玲、劉淑雯(1997)。檢視國小一年級國語科新教材的兩性觀。載於蘇芊玲著,兩性平等教育的發展與實踐,152-165。台北:女書。new window
二、西文部份
Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35 (5), 28-32.
Ashton, P. , &; Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. NJ : Longman.
Ashton, P., Webb, R., &; Doda, N. (1983). A study of teachers’ sense of efficacy. Final report, Executive summary. Florida University. Gainesville. (ERIC Document Reproduction Service No. ED231835).
Avey, J. B.; Luthans, F., Smith, R. M., &; Palmer, N. F.(2010). Impact of positive psychological capital on employee well-being over time. Management Department Faculty Publications, 55, 17-28.
Bagozzi, R. P. &; Yi, Y.(1988). On the evaluation of structural equation models. Academy of Marketing Science, 16, 76-94.
Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51–64.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A.(1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1990). Perceived self-efficacy in the exercise of personal agency. Journal of Applied Sport Psychology, 2, 128-163.
Bandura, A. (1997). Self-efficacy: The exercise of control. NY: Freeman.
Banks, J. A. (1993a). Multicultural education : Characteristics and goals. In Bank, J. A. &; Banks, C. A. (eds). Multicultural education issues and perspective. Boston : Allen and Baoon.
Banks, J. A. (1993b). Integrating the curriculum with ethnic content : Approaches and guidelines. In J. A. Banks, (eds). Multicultural education issues and perspective. Boston : Allen and Baoon.
Basow, S. A. (1992). Gender stereotypes and roles. CA: Brooks/Cole Publishing Company.
Bateman, T. S., &; Organ, D. W. (1983). Job satisfaction and the good soldier: The relationship between affect and employee “citizenship.” Academy of Management Journal, 26(4), 587-595.
Baxter-Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco: Jossey-Bass.
Baxter-Magolda, M. B. (2004). Self-authorship as the common goal of 21st century education. In M. B. Baxter Magolda &; P. M. King (Eds.), Learning partnerships: Theory and models of practice to educate for self-authorship (pp. 1-35). Sterling, VA: Stylus.
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., &; Tarule, J. M. (1986). Women ’s ways of knowing: The development of self, voice, and mind. NY: Basic Books.
Bem, S. L. (1981). Gender schema theory :A cognitive account of sex-typing. Psychological Review, 88, 354-364.
Bendixen, L. D., &; Rule, D. C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39, 69-80.
Bowles, S. and Gintis, H.(1977). The Marxian theory of value and heterogeneouslabour: a critique and reformulation. Cam bridge Journal of Economics, 1, 173-192.
Browers A., &; Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253.
Buehl, M. M., &; Alexander, P. A.(2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 385-418.
Buehl, M. M., Alexander, P. A., &; Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain general or domain specific? Contemporary Educational Psychology, 27, 415-449.
Bursal, M. &; Paznokas, L. (2006, April). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics. 16(4), 173–180.
Bussey, K. &; Bandura , A.(1992). Self-regulatory mechanisms governing gender development. Child Development, 63(5), 1236–1250.
Carver, C. S. , &; Scheier, M. (2003). Optimism. In S. J. Lopez, &; C. R. Snyder(Eds.), Positive psychological assessment- A handbook of models and measures (pp.75-89). Washington, DC: American Psychology Association.
Chai, C. S.(2010). Teachers’ epistemic beliefs and their redagogical beliefs: A qualitative case study among singaporean teachers in the context og ict-supported reforms. The Turkish Online Journal of Education Technology, 9, 128-139.
Chai, C. S., &; Khine, M. S. (2008). Assessing the epistemological and pedagogical beliefs among pre-service teachers in Singapore. In M. S. Khine (Ed.), In Knowing, knowledge and beliefs: Epistemological studies across diverse cultures (pp. 287-299). Amsterdam, Netherlands: Springer.
Chai, C. S., Deng, F., Qian, Y., &; Wong, B. (2010). South china education majors' epistemological beliefs and their conceptions of the nature of science. The Asia-Pacific Education Researcher, 19(1), 111-125.
Chan, K. W., &; Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817–831.
Cheng, M. H. H.,Chan, K.,Tang, S., &; Cheng,A. Y. N.(2009). Pre-service teacher education stodents’ epistemic beliefs and their conceptions of teaching. Teaching and Teacher Education, 25, 319-327.
Chodorow, N. (1974). Family structure and feminine personality. In M. Z. Rosaldo &; L. Lamphere (Eds.), Women, culture and society (pp. 43-66). Stanford, CA: Stanford University Press.
Conley, A. M., Pintrich, P. R., Vekiri, I., &; Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.
Denham, C. H. &; Michael, J. J. (1981). Teacher sense of efficacy: A definition of the construct and a model for further research. Education Research Quarterly, 5, 39-63.
Duncan. D.W., Ricketts, J.C., Peake, J.B. &; Uesseler, J. (2006). Teacher preparation and in-service needs of Georgia agriculture teachers. Journal of Agricultural Education, 47(2), 24-35.
Dyne, V. L ., Graham, J. W., &; Dienesch, R. M. (1994). Organizational citizenship behavior: Construct redefinition, measurement, and validation. Academy of Management Journal, 37(4), 765-802.
Elanain, H. A. (2007). Relationship between personality and organizational citizenship behavior: Does personality influence employee citizenship? International Review of Business Research Papers, 3(4), 31-43.
Emmer, P. (1995). Scholarship or solidarity? The post-emancipation era in the Caribbean reconsidered. In: New West Indian Guide/ Nieuwe West-Indische Gids 69 , 4(3), 277-290.
Feral, O. B., &; Gulsen, S. T. (2008). Does constructivist teaching help students move their epistemological beliefs in physics through uppers levels? (ERIC Document Reproduction Service No. ED500844).
Gefen, D., Straub, D. W., &; Boudreau, M. C.(2000). Structural equation modeling and regression: Guideline for research practice. Communications of the Association for Information Systems, 4, 1-70.
Gibson, S., &; Dembo, M. H. (1984). Teacher efficacy:A construct validation. Journal of Education Psychology, 76, 569-582.
Giroux, H. A. (1988). Schooling and the struggle for public life: Critical pedagogy in the modern age. Minneapolis: University of Minnesota Press.
Greenwood, G. F., Olejnik, S. F., &; Pankay, F. W. (1990). Relationship between four teacher efficacy patterns and selected teacher characteristics. Journal of Research and Development in Education, 23, 102-106.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69.
Hair, J. F. Jr., Anderson, R. E., Tatham, R. L. &; Black, W. C.(1998). Multivariate Data Analysis.. Upper Saddle River, NJ: Prentice Hall.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers work and culture in the postmodern age. London, Cassell.
Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
Hofer, B. K., &; Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67 (1), 88-140.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Hoy, W. K. &; Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health. Human Performance, 110(2), 85-97.
Hoy, W. K., &; Miskel, C. G. (2001). Educational administration: Theory, research, and practice (6th ed.). NY: McGraw-Hill.
http://digitalcommons.unl.edu/managementfacpub/55
Jehng, J. C., Johnson, S. D., &; Anderson, R. C. (1993). Schooling and students’ epistemological beliefs about learning. Educational Psychology, 18, 23-25.
Jimmieson, N. L., Hannam, R. L., &; Yeo, G. B.(2010). Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life. British journal of Psychology , 101, 453-479.
Kang, N. H. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24, 478-498.
King, P. M., &; Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical think in adolescents and adults. San Francisco: Jossey-Bass.
Kitchener, K. S., Lynch, C. L., Fischer, K. W., &; Wood, P. K. (1993). Development range of reflective judgment: The effect of contextual support and practice on developmental stage. Developmental Psychology, 29 (5), 893-906.
Klein, S. S.(1985) Handbook for achieving sex equity through education. Baltimore: The John Hopkins University Press.
Kline, R. B. (1998). Principles and practice of structural equation modeling. NY: The Guiford Presws.
Kohlberg, L.(1966). A cognitive developmental analysis of children’s sex-role concepts and attitudes. In E. Maccoby(Ed), The development of sex differences. Stanford, CA: Board of Trustees of the Stanford Junior University.
Kohlberg, L.(1969). Stage and sequence : The cognitive—developmental approach to socialization. In D. Goslin(Ed), Handbook of socialization. Chicago, IL : Rand McNally.
Krejcie, R. V., &; Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30 (3), 607-610.
Linkenhoker, D. L. (2012). Teachers' perspectives and suggestions for improving teacher education to facilitate student learning. Thèse de doctorat inédite, Liberty University, Lynchburg VA. ISBN-13 9781267272195 http://search.proquest.com/docview/1010266211?accountid=12543
Linn, M. C. &; Peterson, A.C.(1985). Facts and assumptions about the nature of sex differences. In S. S. Klein(ed), Handbook for achieving sex equity through education, 53-77, London:Johns Hopkins University Press.
Luthans, F., &; Youssef, C. M. (2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage. Organizational Dynamics, 33, 143–160.
Luthans, F., Avey, J. , Avolio, B. , Norman, S. , &; Combs, G.,(2006). Psychological capital development: toward a micro-intervention. Journal of Organizational Behavior, 27(3): 387-393.
Luthans, F., Avolio, B., Avey, J., &; Norman, S. (2007, September). Positive psychological capital: measurement and relationship with peformance and satisfaction. Personnel Psychology, 60(3), 541-572. Retrieved June 25, 2011, from EBSCOhost database.
Luthans, F., Luthans, K., &; Luthans, B. (2004, January). Positive psychological capital: beyond human and social capital. Business Horizons, 47(1), 45. Retrieved June 25, 2011, doi:10.1016/j.bushor.2003.11.007
Luthans, F., Norman, S. Avolio, B.,&; Avey, J. (2008). The mediating role of psychological capital in the supportive organizational climate—employee performance relationship. Journal of Organizational Behavior, 29, 219–238. Retrieved June 25, 2011, from EBSCOhost database.
Maltby, J. &; Day, L. (2003). Applying a social identity paradigm to examine the relationship between men's self-esteem and their attitudes toward men and women . The Journal of Social Psychology,143(1),111-126.; Washington.
Marsh, H. W. &; Hocevar, D.(1985). The application of confirmatory factor analysis to the study of self-concept : first and higher order factor structures and their invariance across age group. Psychological Bulletin, 97(3), 562-582.
Martin, J. J., McCaughtry, N., Kulinna, P.H., &; Cothran, D. (2008). The effectiveness of a physical activity-based physical education intervention on teacher self-efficacy. Physical Education and Sport Pedagogy, 13(2) 68-82.
Mishne, J. (2012). An investigation of the relationships between technology use and teachers' self-efficacy, knowledge and experience. Thèse de doctorat inédite, Pepperdine University, Malibu CA . ISBN-13 9781267276186 http://search.proquest.com/docview/1010284696?accountid=12543
Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74, 317-377.
Organ, D. W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington, MA: Lexington Books.
Perry, W.G., Jr. (1970). Forms intellectual and ethical development in the college years: A scheme. Holt, NY: Rienhart &; Winston.
Pintrich, P. R. (2002).Future challenges and directions for theory and research on personal epistemology. In P. R. Pintrich (Ed.), Personal Epistemology: The psychology of beliefs about knowledge and knowing(pp.389-414). Mahwah, NJ: Lawrence Erlbaum.
Qian, G., &; Pan, J. (2002). A comparison of epistemological beliefs and learning from science text between American and Chinese high school students. In B. K., Hofer, &; P. R., Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 365-385). Mahwah, NJ: Lawrence Erlbaum.
Roberts, W. L., Busk, P. L.,&Comerford, S. S. (2001). Epistemological Beliefs of teacher credential students. (ERIC Document Reproduction Service No.ED452206).
Robinson, S. L. &; Morrison, E. W.(1995). Psychological contracts and OCB: The effect of unfulfilled obligations on civil virtue behavior. Journal of Organizational Behavior,16, 289-298.
Rose, J. S., &; Medway, F. J., (1981). Measurement of teachers’ beliefs in their control over student outcome. Journal of Educational Research, 74, 185-190.
Rutter, M.(1993). Resilience : Some conceptual considerations. Joural of Adolescent Health, 14(8), 626-631.
Ryan, M. P. (1984). Monitoring text comprehension: Individual differences in epistemological standards. Journal of Educational Psychology, 76 (2), 248-258.
Sadker, D., &; Sadker, M. (1985). Is the classroom OK? Phi Delta Kappan, 55, 358-67.
Sadker, M, &; Sadker, D. (1980). Sexism in teacher education texts. Harvard Edcuation Review, 50, 36-46.
Sadker, M., &; Sadker, D. (1982). Sex equity handbook for schools. NY: Longman, Inc.
Sadker, M., &; Sadker, D. (1986a). Year 3: Final report, promoting effectiveness in classroom instruction. Washington, DC: National Institute of Education.
Sadker, M., &; Sadker, D. (1986b). Sexism in the classroom: From grade school to graduate school. Phi Delta Kappan, 68, 512.
Saunders, M. (1982). Multicultural teaching. London: Mcgraw-Hill.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
Schommer, M. (1993). Comparisons of beliefs about the nature of knowledge and learning among post-secondary students. Research in Higher Education, 34(3), 355–370.
Schommer, M., &; Walker, K. (1995). Are epistemological beliefs similar across domains? J. Educ. Psychol. 87, 424–432.
Schommer, M., Crouse, A., &; Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84 (4), 435-443.
Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. In B. K. Hofer &; P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 103-118). Mahwah, NJ: Lawrence Erlbaum.
Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39 (1), 19-29.
Schommer-Aikins, M. Duell, O. K. &; Hutter, R.(2005). Epistemological belief, mathematical problem-solving beliefs, and academic performance of middle school students. The Elementary School Joural, 105(3), 289-304.
Schommer-Aikins, M., &; Easter, M.(2008). Epistemological beliefs contributions to study strstegies of Asian Americans and Euopean Americans. Jourual of Educational Psychology. 100, 920-929. doi:10-1037/0022-0663.100.4.920.
Schraw, G., Bendixen, L. D., &; Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In B. K. Hofer &; P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 261-275). Mahwah, NJ: Lawrence Erlbaum.
Schreiber, J.B., Shinn D., &; Weems, G. (2001). The relationship between epistemological beliefs and learning styles. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Chicago, IL.
Shaffer, D. R.(1996).Developmental Psychology: Childhood and Adolescence(4th ed). Pacific Grove, CA:Brooks/Cole.
Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: The University of Chicago Press.
Skaalvik, E. M., &; Skaalvik, S.(2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069.
Sligman, M. (1999). Where does resilience come from?. Work and Family Life, 13(2), 2.
Smith, C. A., Organ, D. W. &; Near, J. P. (1983). Organizational citizenship behavior: Its nature and antecedents. Journal of Applied Psychology, 68(4), 653-663.
Snyder, C. R. (2000) Handbook of hope: Theory, measures, and applications. NY: Academic Press.
Snyder, C. R. (2002). Hope theory: Rainbows of the mind. Psychological Inquiry, 13, 249-275.
Snyder, C. R., Irving, L. M., &; Anderson, J. R. (1991). Hope and health: Measuring the will and the ways. In C. R. Snyder &; Donelson R.Forsyth (Eds.), The handbook of social and clinical psychology: The health perspective (pp.285-307). Elmsford, NY: Pergamon Press.
Sutphin, A. R. (2003). Learning styles, epistemological beliefs, and information resource use by first-year medical students enrolled in a problem-based learning curriculum (Doctor dissertation). Southern Illinois University, Carbondale.
Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics, and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127.
Tierney, P., &; Farmer, S. M. (2002). Creative self-efficacy: it’s potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137-1148.
Tschannen-Moran, M., &; Woolfolk- Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.
Williams, J. E., &; Best, D. L. (1990). Sex and psyche : Gender and self viewed cross-culturally. Newbury Park, CA: Sage.
Woolfolk, A., &; Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.
Wyre, S. H.(2007). Critical thinking, metacognition, and Epistemological belief (Doctor dissertation). Available from ProQuest Dissertation. ( UMI No. 3285587)
Yang, F. Y., Chang, C. Y., &; Hsu, Y. S. (2008). Teacher views about constructivist instruction and personal epistemology: A national study in Taiwan. Educational Studies, 34, 527-542.

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
1. C3探究弧設計課程對國小社會學習成效之研究--以國小六年級為例
2. 中高齡職涯未來時間觀、職場成功老化和就業力之關係--探討工作要求與資源的調節式中介作用
3. 居服員留任傾向之研究
4. 親愛的同學,我其實是……:同志教師出櫃抉擇及其教學經驗之探討
5. 國中生所知覺到的教師自主支持、自我效能、任務價值對學習投入之影響
6. 病患不文明行為對情緒調節的影響:壓力心態與顧客導向的調節式中介模式
7. 重度工作投資與工作倦怠:健康促進與心理資本扮演之調節角色
8. 就事論事或將心比心?顧客不當對待與員工身心壓力的情緒歷程:壓力源評估與同理心特質的調節效果
9. 越南臺商外派人員之領導部屬交換對職場偏差行為之影響--以外在工作價值與工作不安全感為調節變項
10. 學校運動教練工作不安全感、組織認同、工作倦怠與工作退縮行為:工作要求-資源模式之觀點
11. 景觀餐廳顧客認知價值對行為意圖與額外願付價格之影響
12. 析探初任高考公務人員的工作責任、工作生活平衡及人際關係滿意度之影響
13. 性別平等教育議題融入課程與教學之意義與爭議及對師資培育之啟示
14. 若即若離?探索TSSCI商管社群網絡結構及知識活動--編輯群重疊的策略觀點
15. 以人境適配觀點探討運動實習生之主管安全支持與工作表現之關係
 
無相關著作
 
QR Code
QRCODE