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題名 晝夜節律與學習活力之關連：僕人領導的調節效果
The Impacts of Morning Lark Chronotype Tendency and Servant Leadership on Students’ Thriving at School
作者 顏涵
Yen, Han
貢獻者 胡昌亞
Hu, Chang-Ya
顏涵
Yen, Han
關鍵詞 晝夜節律
生活作息
活力與學習
僕人式領導
Circadian rhythms
Chronotype
Thriving
Servant leadership
日期 2024
上傳時間 1-Jul-2024 12:25:16 (UTC+8)
摘要 本研究以工作旺盛感之社會鑲嵌模型(A Socially Embedded Model of Thriving at Work)為基礎，探討學生早鳥生活作息傾向及師長僕人式領導與學生在校活力與學習之關係。本研究以便利抽樣方式，共收集113份某國立大學商學研究所全職碩士生之資料，並以多元階層迴歸分析進行假設考驗。分析結果顯示，學生早鳥生活作息傾向與其活力與學習皆有顯著的正向關係，但師長僕人式領導並未調節上述的正向關係。本研究增進我們對學生生活作息型態與其學習活力間關係的了解，並針對研究結果之理論與實務的意涵、研究限制、及未來研究方向進行討論。
This study aims to apply the socially embedded model of thriving at work in the context of higher education. Specifically, I investigated the influence of students' morning lark chronotype tendency, the impact of servant leadership experienced by students, and the potential interaction between the chronotype tendency and servant leadership on students' thriving (vitality and learning) at school. I employed a convenience sampling method and collected data from full-time second-year MBA students enrolled in a public university located in northern Taiwan. Results of hierarchical multiple regression analyses on 113 valid observations revealed that both the morning lark chronotype tendency and the servant leadership perception positively related to students' thriving (vitality and learning) at school. However, I did not find a significant interaction effect between the morning lark chronotype tendency and servant leadership on students' thriving (vitality and learning). Findings of the current study underscore the important role of morning lark tendencies in facilitating student thriving at school. Lastly, I discuss the potential theoretical and practical implications of my findings, acknowledge the limitations of my research, and propose directions for future research in this area.
參考文獻 Adan, A., & Almirall, H. (1991). Horne & Östberg morningness-eveningness questionnaire: A reduced scale. Personality and Individual Differences, 12, 241-253. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26. Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. Eagly, A. H., & Chaiken, S. (1993). The Psychology of Attitudes. Harcourt brace Jovanovich college publishers. Enright, T., & Refinetti, R. (2017). Chronotype, class times, and academic achievement of university students. Chronobiology International, 34, 445-450. Hakanen, J. J., Perhoniemi, R., & Toppinen-Tanner, S. (2008). Positive gain spirals at work: From job resources to work engagement, personal initiative and work-unit innovativeness. Journal of Vocational Behavior, 73, 78-91. Hasanuddin, B., Mustainah, M., & Buntuang, P. C. D. (2021). The influence of servant leadership on job satisfaction with individual character as a moderating variable. Problems and Perspectives in Management, 19, 445-455. Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513-524. Hobfoll, S. E. (2001). The influence of culture, community, and the nested‐self in the stress process: Advancing conservation of resources theory. Applied Psychology, 50, 337-421. Hobfoll, S. E., Freedy, J., Lane, C., & Geller, P. (1990). Conservation of social resources: Social support resource theory. Journal of Social and Personal Relationships, 7, 465-478. Hobfoll, S. E., Halbesleben, J., Neveu, J. P., & Westman, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences. Annual review of organizational psychology and organizational behavior, 5, 103-128. Jang, S., Yoo, S., Lee, J., & Lee, Y. (2023). Serving for thriving: a moderated mediation analysis of the relationship between servant leadership and thriving at work. Personnel Review, 52, 1345-1361. Kühnel, J., Bledow, R., & Kiefer, M. (2022). There is a time to be creative: The alignment between chronotype and time of day. Academy of Management Journal, 65, 218-247. Liden, R. C., Wayne, S. J., Zhao, H., & Henderson, D. (2008). Servant leadership: Development of a multidimensional measure and multi-level assessment. The Leadership Quarterly, 19, 161-177. Original Version: Horne JA, Ostberg O. 1976. A self-assessment questionnaire to determine morningness-eveningness in human circadian rhythms. International Journal of Chronobiology, 4, 97–110. Patterson, K. (2010). Servant leadership and love. In Servant Leadership: Developments in Theory and Research (pp. 67-76). London: Palgrave Macmillan UK. Patterson, K. A. (2003). Servant leadership: A Theoretical Model. Regent University. Peus, C. (2011). Money over man versus caring and compassion? Challenges for today's organizations and their leaders. Journal of Organizational Behavior, 32, 955-960. Preckel, F., Lipnevich, A. A., Schneider, S., & Roberts, R. D. (2011). Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation. Learning and Individual Differences, 21, 483-492. Ryan, R. M., & Deci, E. L. (2000). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11, 319-338. Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166. Shirom, A. (1989). Burnout in work organizations. Sonenshein, S., Dutton, J., Grant, A., Spreitzer, G., & Sutcliffe, K. (2005). Narratives of growth at work: Learning from employees' stories. Ann Arbor, MI: Ross School of Business of Business, University of Michigan. Spreitzer, G. M., & Porath, C. (2014). Self-determination as nutriment for thriving: Building an integrative model of human growth at work. The Oxford Handbook of Work Engagement, Motivation, and Self-determination Theory, 90, 245-258. Spreitzer, G., Sutcliffe, K., Dutton, J., Sonenshein, S., & Grant, A. M. (2005). A socially embedded model of thriving at work. Organization Science, 16, 537-549. Ten Brummelhuis, L. L., & Bakker, A. B. (2012). A resource perspective on the work–home interface: The work–home resources model. American Psychologist, 67, 545-556. Zerbe, E., Sallai, G., & Berdanier, C. G. (2023). Surviving, thriving, departing, and the hidden competencies of engineering graduate school. Journal of Engineering Education, 112, 147-169.
描述 碩士
國立政治大學
企業管理研究所(MBA學位學程)
111363066
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111363066
資料類型 thesis
dc.contributor.advisor 胡昌亞zh_TW
dc.contributor.advisor Hu, Chang-Yaen_US
dc.contributor.author (Authors) 顏涵zh_TW
dc.contributor.author (Authors) Yen, Hanen_US
dc.creator (作者) 顏涵zh_TW
dc.creator (作者) Yen, Hanen_US
dc.date (日期) 2024en_US
dc.date.accessioned 1-Jul-2024 12:25:16 (UTC+8)-
dc.date.available 1-Jul-2024 12:25:16 (UTC+8)-
dc.date.issued (上傳時間) 1-Jul-2024 12:25:16 (UTC+8)-
dc.identifier (Other Identifiers) G0111363066en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/152018-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 企業管理研究所(MBA學位學程)zh_TW
dc.description (描述) 111363066zh_TW
dc.description.abstract (摘要) 本研究以工作旺盛感之社會鑲嵌模型(A Socially Embedded Model of Thriving at Work)為基礎，探討學生早鳥生活作息傾向及師長僕人式領導與學生在校活力與學習之關係。本研究以便利抽樣方式，共收集113份某國立大學商學研究所全職碩士生之資料，並以多元階層迴歸分析進行假設考驗。分析結果顯示，學生早鳥生活作息傾向與其活力與學習皆有顯著的正向關係，但師長僕人式領導並未調節上述的正向關係。本研究增進我們對學生生活作息型態與其學習活力間關係的了解，並針對研究結果之理論與實務的意涵、研究限制、及未來研究方向進行討論。zh_TW
dc.description.abstract (摘要) This study aims to apply the socially embedded model of thriving at work in the context of higher education. Specifically, I investigated the influence of students' morning lark chronotype tendency, the impact of servant leadership experienced by students, and the potential interaction between the chronotype tendency and servant leadership on students' thriving (vitality and learning) at school. I employed a convenience sampling method and collected data from full-time second-year MBA students enrolled in a public university located in northern Taiwan. Results of hierarchical multiple regression analyses on 113 valid observations revealed that both the morning lark chronotype tendency and the servant leadership perception positively related to students' thriving (vitality and learning) at school. However, I did not find a significant interaction effect between the morning lark chronotype tendency and servant leadership on students' thriving (vitality and learning). Findings of the current study underscore the important role of morning lark tendencies in facilitating student thriving at school. Lastly, I discuss the potential theoretical and practical implications of my findings, acknowledge the limitations of my research, and propose directions for future research in this area.en_US
dc.description.tableofcontents 摘要 II Abstract III 目次 IV 表次 VI 圖次 VII 第一章 緒論 1 第一節 研究動機 1 第二節 研究目的 3 第二章 文獻探討 4 第一節 在校活力與學習 4 第二節 早鳥生活作息與在校活力與學習 10 一、早鳥生活作息 10 二、早鳥生活作息與活力與學習的關係 11 第三節 師長僕人領導與在校活力與學習之關係 13 一、僕人領導 13 二、僕人領導與活力與學習的關係 18 第四節 僕人領導與早鳥作息交互作用對活力與學習的調節效果 20 第三章 研究方法 23 第一節 抽樣設計方法 23 一、研究對象 23 二、研究施測流程 23 第二節 變項定義與測量變數 24 第三節 資料分析 28 第四節 研究架構 29 第四章 研究結果 30 第一節 樣本描述統計 30 第二節 相關分析 32 第三節 假設考驗 34 第五章 結論與建議 36 第一節 研究結果 36 第二節 實務意涵 37 第三節 研究限制與建議 39 中文文獻 40 英文文獻 41zh_TW
dc.format.extent 1893075 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111363066en_US
dc.subject (關鍵詞) 晝夜節律zh_TW
dc.subject (關鍵詞) 生活作息zh_TW
dc.subject (關鍵詞) 活力與學習zh_TW
dc.subject (關鍵詞) 僕人式領導zh_TW
dc.subject (關鍵詞) Circadian rhythmsen_US
dc.subject (關鍵詞) Chronotypeen_US
dc.subject (關鍵詞) Thrivingen_US
dc.subject (關鍵詞) Servant leadershipen_US
dc.title (題名) 晝夜節律與學習活力之關連：僕人領導的調節效果zh_TW
dc.title (題名) The Impacts of Morning Lark Chronotype Tendency and Servant Leadership on Students’ Thriving at Schoolen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Adan, A., & Almirall, H. (1991). Horne & Östberg morningness-eveningness questionnaire: A reduced scale. Personality and Individual Differences, 12, 241-253. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26. Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. Eagly, A. H., & Chaiken, S. (1993). The Psychology of Attitudes. Harcourt brace Jovanovich college publishers. Enright, T., & Refinetti, R. (2017). Chronotype, class times, and academic achievement of university students. Chronobiology International, 34, 445-450. Hakanen, J. J., Perhoniemi, R., & Toppinen-Tanner, S. (2008). Positive gain spirals at work: From job resources to work engagement, personal initiative and work-unit innovativeness. Journal of Vocational Behavior, 73, 78-91. Hasanuddin, B., Mustainah, M., & Buntuang, P. C. D. (2021). The influence of servant leadership on job satisfaction with individual character as a moderating variable. Problems and Perspectives in Management, 19, 445-455. Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513-524. Hobfoll, S. E. (2001). The influence of culture, community, and the nested‐self in the stress process: Advancing conservation of resources theory. Applied Psychology, 50, 337-421. Hobfoll, S. E., Freedy, J., Lane, C., & Geller, P. (1990). Conservation of social resources: Social support resource theory. Journal of Social and Personal Relationships, 7, 465-478. Hobfoll, S. E., Halbesleben, J., Neveu, J. P., & Westman, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences. Annual review of organizational psychology and organizational behavior, 5, 103-128. Jang, S., Yoo, S., Lee, J., & Lee, Y. (2023). Serving for thriving: a moderated mediation analysis of the relationship between servant leadership and thriving at work. Personnel Review, 52, 1345-1361. Kühnel, J., Bledow, R., & Kiefer, M. (2022). There is a time to be creative: The alignment between chronotype and time of day. Academy of Management Journal, 65, 218-247. Liden, R. C., Wayne, S. J., Zhao, H., & Henderson, D. (2008). Servant leadership: Development of a multidimensional measure and multi-level assessment. The Leadership Quarterly, 19, 161-177. Original Version: Horne JA, Ostberg O. 1976. A self-assessment questionnaire to determine morningness-eveningness in human circadian rhythms. International Journal of Chronobiology, 4, 97–110. Patterson, K. (2010). Servant leadership and love. In Servant Leadership: Developments in Theory and Research (pp. 67-76). London: Palgrave Macmillan UK. Patterson, K. A. (2003). Servant leadership: A Theoretical Model. Regent University. Peus, C. (2011). Money over man versus caring and compassion? Challenges for today's organizations and their leaders. Journal of Organizational Behavior, 32, 955-960. Preckel, F., Lipnevich, A. A., Schneider, S., & Roberts, R. D. (2011). Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation. Learning and Individual Differences, 21, 483-492. Ryan, R. M., & Deci, E. L. (2000). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11, 319-338. Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166. Shirom, A. (1989). Burnout in work organizations. Sonenshein, S., Dutton, J., Grant, A., Spreitzer, G., & Sutcliffe, K. (2005). Narratives of growth at work: Learning from employees' stories. Ann Arbor, MI: Ross School of Business of Business, University of Michigan. Spreitzer, G. M., & Porath, C. (2014). Self-determination as nutriment for thriving: Building an integrative model of human growth at work. The Oxford Handbook of Work Engagement, Motivation, and Self-determination Theory, 90, 245-258. Spreitzer, G., Sutcliffe, K., Dutton, J., Sonenshein, S., & Grant, A. M. (2005). A socially embedded model of thriving at work. Organization Science, 16, 537-549. Ten Brummelhuis, L. L., & Bakker, A. B. (2012). A resource perspective on the work–home interface: The work–home resources model. American Psychologist, 67, 545-556. Zerbe, E., Sallai, G., & Berdanier, C. G. (2023). Surviving, thriving, departing, and the hidden competencies of engineering graduate school. Journal of Engineering Education, 112, 147-169.zh_TW