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https://ah.lib.nccu.edu.tw/handle/140.119/130634| 題名: | To stay or not to stay? 軍校生恆毅力概念建構研究 To stay or not to stay? A study on the concept construction of grit in military cadets |
作者: | 熊師瑤 Hsiung, Shih-Yao |
貢獻者: | 余民寧 Yu, Min-Ning 熊師瑤 Hsiung, Shih-Yao |
關鍵詞: | 恆毅力 軍校生恆毅力量表 概念構圖 結構方程式模型 軍校生退學行為預測 Grit Military Cadets’ Grit Scale Concept Mapping Structural Equations Model Prediction of the Dropout of Military Cadets |
日期: | 2020 | 上傳時間: | 1-Jul-2020 | 摘要: | 基於過往研究對於恆毅力（grit）理論概念架構與運用領域有所爭議，本研究主要目的在建構我國軍校生恆毅力概念意義內涵，編製軍校生恆毅力量表，並且探討軍校生恆毅力的相關影響效果。為達到研究目的，本研究可區分成五個部份。在前導性研究1使用問卷調查法中，邀請442名軍校生填寫恆毅力短量表，結果認為該量表結構與我國軍校生不適配；前導性研究2使用訪談法，深度訪談高恆毅力軍校生3名及低恆毅力學生1名，分析結果認為我國軍校生恆毅力概念與Duckworth等人（2007）所提出的恆毅力二階雙因子概念明顯不同，並以此為基礎進行正式研究。正式研究1使用構念構圖法，邀請軍校一至四年級學生計20名建構軍校生恆毅力的內涵意義，其子概念分別為：目標認同、人際支持、自我效能、成長思維與正向因應。正式研究2依正式研究1之結果編製「軍校生恆毅力量表」，經信效度分析檢驗後，正式量表合計23題，總量表內部一致性信度Cronbach’s α數值.939，分量表Cronbach’s α值介於.802至848之間，而且整體模型檢定合理適配。正式研究3探討軍校生恆毅力現況及其影響效果，共有3520位軍校生接受自陳式問卷調查，分析結果如下：\n一、 軍校生恆毅力現況分析中，男性的恆毅力平均分整體高於女性，軍費生高於自費生，而學生的年級愈高，則軍校生恆毅力的程度將會愈高。\n二、 軍校恆毅力愈高者，其體能表現愈佳，學校適應能力愈高，也有較高主觀幸福感受；若軍校生恆毅力較低者，其憂鬱情緒也會愈多，有較高退學想法意念，顯示軍校生恆毅力對於軍校生個體的適應程度，有較大的直接影響力，且憂鬱情緒與軍校生學校適應能力有中介效果。\n三、 軍校生恆毅力對軍校學生是否休（退）學行為有顯著的預測力和分類正確性。\n四、 軍校生恆毅力對學校適應、憂鬱情緒、主觀幸福感、體能表現與退學意念、退學行為影響效果較人格堅忍度量表更為顯著，顯示軍校生恆毅力量表較適合用於測量現今軍校生的心理素質以及作為預測休（退）學行為之用。\n本研究根據上述研究結果，針對軍校教育應用與未來研究給予具體建議。 This thesis constructs the concept of military cadets’ grit, develops Military Cadets’ Grit Scale, and explores its related effects. The study used two pilot studies and three formal research to examine the effect of grit on psychological state and behavior of suspension or dropout among military cadets in the context of Taiwanese military school. In pilot study 1, 442 students were recruited to complete the Grit-S scale, and the results suggested that the scale had low reliability and validity. In pilot study 2, four cadets with both high-level and low-level of grit were interviewed, and the results suggested that the concept of grit in the context of military cadets is different from the two-factor of grit proposed by Duckworth et al. (2007). In formal research 1 (including 20 military cadets), the meaning of grit was constructed in the context of military cadets through the method of concept mapping. The results revealed that the subconcepts are goal commitment, interpersonal support, self-efficacy, growth mindset, and positive response. On the basis of formal research 1, the Military Cadets’ Grit Scale was developed in formal research 2. This scale had 23 formal questions. Based on the overall model verification, the model was found to be best-fitting. Finally, in formal research 3, 2,566 military cadets completed a self-reported questionnaire, and the analysis results are as follows:\n1.Male cadets have higher average grit score than female cadets do. Military-sponsored students have higher grit score compared with self-sponsored students do. Additionally, the higher the grade of the military cadets, the more grit they possess.\n2.Higher grit in military cadets is associated with better physical performance, school adaptation, and subjective well-being. Additionally, lower grit in military cadets leads to more episodes of depressive mood and thoughts of dropping out. Military cadets’ grit has a direct influence on school adaptation. Depressive mood and school adaptation have a mediation effect on military cadets’ grit and subjective well-being.\n3.Military cadets’ grit scale scores demonstrate significant predictability and classification accuracy for cadets’ suspension or dropout.\n4.The effect of military cadet’s grit on school adaptation, depressive mood, subjective well-being, physical performance, dropout thoughts, and dropout behavior is more significant than the effect of hardness. This indicates that military cadet’s grit is more suitable for assessing their psychological state and predicting the behavior of suspension or dropout.\nFinally, according to the conclusion, this study proposes suggestions for the application of military school education practice and future research. |
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Multivariate Data Analysis. 7th ed. Englewood Cliffs, NJ: Prentice Hall.\nHenrich, J., Heine, S. J., & Norenzayan, A. (2010). Most people are not WEIRD. Nature, 466, 29.\nHiggins, E. (1997). Beyond Pleasure and Pain. American Psychologist, 52(12), 1280–1300. doi.org/10.1037/0003-066X.52.12.1280\nHo, J. C., & Tsai, C. T. (2017). The effect of supervisor neuroticism on employee voice behavior: a moderated mediation model of emotional exhaustion, self-efficacy and emotion regulation. 人力資源管理學報, 17(3), 33-57. doi:10.6147/JHRM.2017.1703.02\nHodge, B., Wright, B. & Bennett, P. (2018). The Role of Grit in Determining Engagement and Academic Outcomes for University Students. Research in Higher Education, 59, 448–460. doi:10.1007/s11162-017-9474-y\nHollenbeck, J., Williams, C., & Klein, H. (1989). An Empirical Examination of the Antecedents of Commitment to Difficult Goals. Journal of Applied Psychology, 74(1), 18–23. https://doi.org/10.1037/0021-9010.74.1.18\nHsieh, T. H., Chang, K. 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