學術產出-Theses
Article View/Open
Publication Export
-
題名 大學生個人思考風格與團隊互動關係之個案研究
Relationships between undergraduate student individual thinking styles and group interaction: a case study作者 張景怡
Chang, Ching Yi貢獻者 邱美秀
Chiu, Mei Shiu
張景怡
Chang, Ching Yi關鍵詞 思考風格
團隊互動
領導風格
組織氣氛
團隊策略
Thinking styles
Group interaction
Leadership styles
Organizational climate
Group strategies日期 2016 上傳時間 31-Jul-2017 11:23:29 (UTC+8) 摘要 本研究旨在了解大學生個人思考風格與團隊互動時的領導風格、組織氣氛與團隊策略之關係。本研究採混合研究法，研究工具包含量化的問卷資料及質性的學生週記與訪談資料兩部分，所使用的問卷為Sternberg的心智自我管理理論（theory of mental self-government）提出的思考風格量表（Thinking Styles Inventory，TSI），作為測量學生思考風格之工具。研究者於每週授課時段進入課堂觀察小組互動之情形，時間為一學期，期末施予問卷並另約訪談時間了解團隊互動之過程，自願參與本研究之受測者共計七名，願意受訪者共計五名。研究結果顯示：壹、具有學習型目標的團隊，學習目標的達成比追求團隊效率更為重要。貳、思考風格、領導風格及團隊策略相搭配，使得團隊互動更為順利。參、不同思考風格之人在互動中可能帶來正面影響，也可能造成彼此的壓力。
This study aims to understand the relationships between undergraduate student individual thinking styles and group interaction, with group interaction including leadership styles, organizational climate and group strategies. A mixed-method study was conducted by using the quantitative measure of a questionnaire and two qualitative measures of students’ weekly journals and interviews. Students’ thinking styles were evaluated by the Thinking Styles Inventory developed based on Sternberg’s theory of mental self-government. Student group interactions in a course lasting for one semester were observed every week. Semi-structured interviews were performed at the end of the semester to understand the process of group interaction. Results of both quantitative and qualitative data analyses revealed that:1. A team with learning-centered goals would stress more on achieving those goals than on team efficiency.2. Thinking styles, leadership styles and group strategies work together can make group interaction smooth.3. People with different thinking styles can either bring positive effects or create stresses within group interaction.參考文獻 一、中文部分王淑玫（2015年4月）。為什麼你比想像更聰明？親子天下，66，142-143。宋曜廷、潘佩妤（2010）。混合研究在教育研究的應用。教育科學研究期刊，55（4），97-130。周玉霜（2001）。國中教師與學生思考風格及其教學互動之關係。國立中山大學教育研究所碩士論文，未出版，高雄市。林天祐（2005）。教育研究倫理準則。教育研究月刊，132，70-86。邱美秀（2012）。融合質性與量化研究法以深化兒童數學學習情緒的研究。慈濟大學教育研究學刊，8，119-143。張芳芳（2007）。後現代質性研究：特徵及其對課程研究的蘊義。課程與教學季刊，10（3），31-48。張春興（2009）。教育心理學。台北：東華。莊孟蓉（2010）。認知風格與思考風格對高中學生產品創意表現影響之研究。國立臺灣師範大學科技應用與人力資源發展學系碩士論文，未出版，臺北市。陳雅慧（2015年4月）。未來人才，必備4大關鍵能力。親子天下，66，158-160。 二、英文部分Adeyemo. D. A., Dzever, L. T., & Lambert, N. J. (2015). Organizational climate, leadership style and emotional intelligence as predictors of quality of work life among bank workers in Ibadan, Nigeria. European Scientific Journal, 11(4), 110-130.Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton, NJ: Princeton University.Cano-Garcia, F., & Hughes, E. H. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20, 413-430.Charter, R. A. (2003). A breakdown of reliability coefficients by test type and reliability method, and the clinical implications of low reliability. The Journal of General Psychology, 130, 290-304.Dai, D. Y., & Feldhusen, J. F. (1999). A validation study of the Thinking Styles Inventory: Implications for gifted education. Roeper Review, 21, 302-307.Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic Books.Goleman, D. (2011). Leadership: The power of emotional intelligence. Florence, MA: More Than Sound.Goleman, D. (2014). What makes a leader: Why emotional intelligence matters. Florence, MA: More Than Sound.Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Boston, MA: Harvard Business Press.Grigorenko, E., & Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63, 295-312.Hackman, J. R. (1983). A normative model of work team effectiveness. New Haven, CT: Yale University.Herbst, P. G. (1962). Autonomous group functioning and exploration in behavior theory and measurement. London: Tavistock.Holloway, J.B. (2012). Leadership behavior and organizational climate: An empirical study in a non-profit organization. Emerging Leadership Journeys, 5(1), 9-35.Jewell, L. N. & Reitz, H. J. (1981). Group effectiveness in organizations. Glenview, IL: Scott, Foresman.Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33, 14-26.Lewis, J. P. (1993). How to build and manage a winning project team. New York, NY: American Management Association.Litwin, G.H., & Stringer, R.A. (1968). Motivation and organizational climate. Boston, MA: Harvard University Press.Moran, S.; Kornhaber, M.; Gardner, H. (2006). Orchestrating multiple intelligences. Educational Leadership, 64(1), 22-27.Rees, F. (2001). How to lead work teams. San Francisco, CA: JOSSEY-BASS/PFIFFER.Salas, E., Dickinson, T. L., Converse, S. A., & Tannenbaum, S. I. (1992). Toward an understanding of team performance and training teams: Their training and performance. Norwood, NJ: Ablex Publishing Corporation.Shonk, J. H. (1982). Working in teams: A practical manual for improving work groups. New York, NY: AMACOM.Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York, NY: Cambridge University Press.Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197–224.Sternberg, R. J. (1988). The triarchic mind. New York, NY: Viking.Sternberg, R. J. (1990). Metaphors of mind: conceptions of the nature of intelligence. New York, NY: Cambridge University Press.Stemberg, R J. (1994). Allowing for thinking styles. Educational Leadership, 52(3), 36-40. Sternberg, R. J. (1999). Thinking styles. New York, NY: Cambridge University Press.Sternberg, R. J. & Wagner, R. K. (1991). MSG Thinking Styles Inventory: Manual. [Unpublished test]. Retrieved from http://www.csus.edu/indiv/j/jelinekd/EDTE%20226/Inventories/MSGThinkingStylesInventoryManual_19911.pdfSternberg, R. J., & Wagner, R. K. (1992). Thinking Styles Inventory. Unpublished manual, Department of Psychology, Yale University, New Haven, CT, U.S.Stringer, R. (2002). Leadership and organizational climate. Upper Saddle River, NJ: Prentice Hall.Tagiuri, R., & Litwin, G. (1968). Organizational climate: Explorations of a concept. Boston, MA: Harvard University Press.Tajasom, A., & Ahmad, Z. A. (2011). Principals` leadership style and school climate: teachers` perspectives from Malaysia. International Journal of Leadership in Public Services, 7(4), 314 -333.Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining the qualitative and quantitative approaches. Thousand Oaks, CA: Sage.Zhang, L. F. (1997). Assessing thinking styles in the theory of mental self-government: A Hong Kong validity study. Psychological Reports, 81, 915-928.Zhang, L. F. (1999). Further cross-cultural validation of the theory of mental self-government. The Journal of Psychology, 133, 165-181.Zhang, L. F. (2001). Do thinking styles contribute to academic achievement beyond self-rated abilities? The Journal of Psychology, 135, 621-637. 描述 碩士
國立政治大學
教育學系
103152003資料來源 http://thesis.lib.nccu.edu.tw/record/#G1031520031 資料類型 thesis dc.contributor.advisor 邱美秀 zh_TW dc.contributor.advisor Chiu, Mei Shiu en_US dc.contributor.author (Authors) 張景怡 zh_TW dc.contributor.author (Authors) Chang, Ching Yi en_US dc.creator (作者) 張景怡 zh_TW dc.creator (作者) Chang, Ching Yi en_US dc.date (日期) 2016 en_US dc.date.accessioned 31-Jul-2017 11:23:29 (UTC+8) - dc.date.available 31-Jul-2017 11:23:29 (UTC+8) - dc.date.issued (上傳時間) 31-Jul-2017 11:23:29 (UTC+8) - dc.identifier (Other Identifiers) G1031520031 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/111549 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 103152003 zh_TW dc.description.abstract (摘要) 本研究旨在了解大學生個人思考風格與團隊互動時的領導風格、組織氣氛與團隊策略之關係。本研究採混合研究法，研究工具包含量化的問卷資料及質性的學生週記與訪談資料兩部分，所使用的問卷為Sternberg的心智自我管理理論（theory of mental self-government）提出的思考風格量表（Thinking Styles Inventory，TSI），作為測量學生思考風格之工具。研究者於每週授課時段進入課堂觀察小組互動之情形，時間為一學期，期末施予問卷並另約訪談時間了解團隊互動之過程，自願參與本研究之受測者共計七名，願意受訪者共計五名。研究結果顯示：壹、具有學習型目標的團隊，學習目標的達成比追求團隊效率更為重要。貳、思考風格、領導風格及團隊策略相搭配，使得團隊互動更為順利。參、不同思考風格之人在互動中可能帶來正面影響，也可能造成彼此的壓力。 zh_TW dc.description.abstract (摘要) This study aims to understand the relationships between undergraduate student individual thinking styles and group interaction, with group interaction including leadership styles, organizational climate and group strategies. A mixed-method study was conducted by using the quantitative measure of a questionnaire and two qualitative measures of students’ weekly journals and interviews. Students’ thinking styles were evaluated by the Thinking Styles Inventory developed based on Sternberg’s theory of mental self-government. Student group interactions in a course lasting for one semester were observed every week. Semi-structured interviews were performed at the end of the semester to understand the process of group interaction. Results of both quantitative and qualitative data analyses revealed that:1. A team with learning-centered goals would stress more on achieving those goals than on team efficiency.2. Thinking styles, leadership styles and group strategies work together can make group interaction smooth.3. People with different thinking styles can either bring positive effects or create stresses within group interaction. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究動機 1第二節 研究目的與研究問題 4第三節 名詞釋義 5第四節 研究流程 6第五節 研究範圍與限制 7第二章 文獻探討 9第一節 Sternberg的思考風格理論與研究 9第二節 團隊互動的理論與研究 17第三章 研究設計與實施 27第一節 研究架構 27第二節 研究對象 28第三節 研究工具 29第四節 實施程序 33第五節 資料處理與分析 36第四章 研究結果 39第一節 個人思考風格分析 39第二節 團隊間思考風格異同性分析 50第三節 第一組思考風格與團隊互動分析 59第四節 第二組思考風格與團隊互動分析 74第五章 討論與建議 85第一節 討論 85第二節 未來研究建議 89參考文獻 91附錄 95 zh_TW dc.format.extent 1437182 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1031520031 en_US dc.subject (關鍵詞) 思考風格 zh_TW dc.subject (關鍵詞) 團隊互動 zh_TW dc.subject (關鍵詞) 領導風格 zh_TW dc.subject (關鍵詞) 組織氣氛 zh_TW dc.subject (關鍵詞) 團隊策略 zh_TW dc.subject (關鍵詞) Thinking styles en_US dc.subject (關鍵詞) Group interaction en_US dc.subject (關鍵詞) Leadership styles en_US dc.subject (關鍵詞) Organizational climate en_US dc.subject (關鍵詞) Group strategies en_US dc.title (題名) 大學生個人思考風格與團隊互動關係之個案研究 zh_TW dc.title (題名) Relationships between undergraduate student individual thinking styles and group interaction: a case study en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部分王淑玫（2015年4月）。為什麼你比想像更聰明？親子天下，66，142-143。宋曜廷、潘佩妤（2010）。混合研究在教育研究的應用。教育科學研究期刊，55（4），97-130。周玉霜（2001）。國中教師與學生思考風格及其教學互動之關係。國立中山大學教育研究所碩士論文，未出版，高雄市。林天祐（2005）。教育研究倫理準則。教育研究月刊，132，70-86。邱美秀（2012）。融合質性與量化研究法以深化兒童數學學習情緒的研究。慈濟大學教育研究學刊，8，119-143。張芳芳（2007）。後現代質性研究：特徵及其對課程研究的蘊義。課程與教學季刊，10（3），31-48。張春興（2009）。教育心理學。台北：東華。莊孟蓉（2010）。認知風格與思考風格對高中學生產品創意表現影響之研究。國立臺灣師範大學科技應用與人力資源發展學系碩士論文，未出版，臺北市。陳雅慧（2015年4月）。未來人才，必備4大關鍵能力。親子天下，66，158-160。 二、英文部分Adeyemo. D. A., Dzever, L. T., & Lambert, N. J. (2015). Organizational climate, leadership style and emotional intelligence as predictors of quality of work life among bank workers in Ibadan, Nigeria. European Scientific Journal, 11(4), 110-130.Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton, NJ: Princeton University.Cano-Garcia, F., & Hughes, E. H. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20, 413-430.Charter, R. A. (2003). A breakdown of reliability coefficients by test type and reliability method, and the clinical implications of low reliability. The Journal of General Psychology, 130, 290-304.Dai, D. Y., & Feldhusen, J. F. (1999). A validation study of the Thinking Styles Inventory: Implications for gifted education. Roeper Review, 21, 302-307.Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic Books.Goleman, D. (2011). Leadership: The power of emotional intelligence. Florence, MA: More Than Sound.Goleman, D. (2014). What makes a leader: Why emotional intelligence matters. Florence, MA: More Than Sound.Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Boston, MA: Harvard Business Press.Grigorenko, E., & Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63, 295-312.Hackman, J. R. (1983). A normative model of work team effectiveness. New Haven, CT: Yale University.Herbst, P. G. (1962). Autonomous group functioning and exploration in behavior theory and measurement. London: Tavistock.Holloway, J.B. (2012). Leadership behavior and organizational climate: An empirical study in a non-profit organization. Emerging Leadership Journeys, 5(1), 9-35.Jewell, L. N. & Reitz, H. J. (1981). Group effectiveness in organizations. Glenview, IL: Scott, Foresman.Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33, 14-26.Lewis, J. P. (1993). How to build and manage a winning project team. New York, NY: American Management Association.Litwin, G.H., & Stringer, R.A. (1968). Motivation and organizational climate. Boston, MA: Harvard University Press.Moran, S.; Kornhaber, M.; Gardner, H. (2006). Orchestrating multiple intelligences. Educational Leadership, 64(1), 22-27.Rees, F. (2001). How to lead work teams. San Francisco, CA: JOSSEY-BASS/PFIFFER.Salas, E., Dickinson, T. L., Converse, S. A., & Tannenbaum, S. I. (1992). Toward an understanding of team performance and training teams: Their training and performance. Norwood, NJ: Ablex Publishing Corporation.Shonk, J. H. (1982). Working in teams: A practical manual for improving work groups. New York, NY: AMACOM.Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York, NY: Cambridge University Press.Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197–224.Sternberg, R. J. (1988). The triarchic mind. New York, NY: Viking.Sternberg, R. J. (1990). Metaphors of mind: conceptions of the nature of intelligence. New York, NY: Cambridge University Press.Stemberg, R J. (1994). Allowing for thinking styles. Educational Leadership, 52(3), 36-40. Sternberg, R. J. (1999). Thinking styles. New York, NY: Cambridge University Press.Sternberg, R. J. & Wagner, R. K. (1991). MSG Thinking Styles Inventory: Manual. [Unpublished test]. Retrieved from http://www.csus.edu/indiv/j/jelinekd/EDTE%20226/Inventories/MSGThinkingStylesInventoryManual_19911.pdfSternberg, R. J., & Wagner, R. K. (1992). Thinking Styles Inventory. Unpublished manual, Department of Psychology, Yale University, New Haven, CT, U.S.Stringer, R. (2002). Leadership and organizational climate. Upper Saddle River, NJ: Prentice Hall.Tagiuri, R., & Litwin, G. (1968). Organizational climate: Explorations of a concept. Boston, MA: Harvard University Press.Tajasom, A., & Ahmad, Z. A. (2011). Principals` leadership style and school climate: teachers` perspectives from Malaysia. International Journal of Leadership in Public Services, 7(4), 314 -333.Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining the qualitative and quantitative approaches. Thousand Oaks, CA: Sage.Zhang, L. F. (1997). Assessing thinking styles in the theory of mental self-government: A Hong Kong validity study. Psychological Reports, 81, 915-928.Zhang, L. F. (1999). Further cross-cultural validation of the theory of mental self-government. The Journal of Psychology, 133, 165-181.Zhang, L. F. (2001). Do thinking styles contribute to academic achievement beyond self-rated abilities? The Journal of Psychology, 135, 621-637. zh_TW
