Publications-Theses
Article View/Open
Publication Export
-
Google ScholarTM
NCCU Library
Citation Infomation
Related Publications in TAIR
題名 軍事倫理教學對軍人價值觀之影響:以台灣為例
The Effects of Teaching Military Ethics on the Value Propositions of Soldier in Services: Evidence of Taiwan作者 賴昭榮
Lai, Chao-Jung貢獻者 黃慶堂
Huang, Chin-Tan
賴昭榮
Lai, Chao-Jung關鍵詞 軍事倫理
軍人價值觀
認知犧牲交易成本
認知效益動機
Military Ethics
Soldier Value
Transaction Cost of Cognitive Sacrifice
Motive of Cognitive Benefit日期 2024 上傳時間 4-Sep-2024 14:15:05 (UTC+8) 摘要 軍人倫理的培養非一朝一夕可形成，然而國軍一切行為準則都與軍事倫理的哲學與精神有著脈絡關係。本研究動機在於檢視軍事倫理教學對軍人價值觀的影響狀況，進而探討如何透過軍事倫理教學培養具有愛國心和責任感的現代化軍人，並根據研究結果給予相關建議。其中透過問卷調查，針對台灣服役的軍人做為研究對象，研究發現軍事倫理教學中的認知犧牲交易成本、認知效益外部動機、認知效益內部動機分別對軍人價值觀的建立有顯著的正向影響。研究認為當國軍接受軍事倫理養成教育能為其帶來想要的內外部需求時，他們就會更願意認同在部隊應擔負的任務與責任，在軍事倫理教學歷程中，關於國軍犧牲奉獻的事項，是一種能主動面對任務。據以本研究貢獻在於提供國軍在軍事倫理教學上增修參考的方向，以提升軍人價值觀的深度與廣度，主要能夠凝聚身為軍人角色的一種認同感。此外，身處人工智慧科技的時代，增加軍事多元化選擇模式，瞬息萬變的場景足以考驗國軍判斷決策，因此本研究建議制定國軍人工智慧倫理規範，制衡研發軍事技術和人工智慧的使用。
The cultivation of military ethics is not something that can be achieved overnight. However, all behavioral guidelines of the military are inherently connected to the philosophy and spirit of military ethics. This study aims to examine the impact of military ethics education on the values of soldiers and to explore how such education can cultivate modern soldiers with patriotism and a sense of responsibility. Based on the research findings, relevant recommendations are provided.Through a questionnaire survey targeting soldiers serving in Taiwan, the study found that cognitive sacrifice transaction costs, cognitive benefit external motivation, and cognitive benefit internal motivation in military ethics education each have a significant positive impact on the establishment of soldiers' values. The research suggests that when soldiers receive military ethics education that meets their desired internal and external needs, they are more willing to recognize the tasks and responsibilities they should undertake in the military. This willingness to actively face missions and sacrifices is fostered through the process of military ethics education.The contribution of this study lies in providing directions for enhancing military ethics education to deepen and broaden the values of soldiers, fostering a sense of identity in their roles as military personnel. Moreover, in the era of artificial intelligence technology, the diversification of military options and the rapidly changing scenarios test the decision-making and judgment of soldiers. Therefore, this study recommends the establishment of AI ethical guidelines in the military to balance the development of military technology and the use of artificial intelligence.參考文獻 壹、中文部分 田立德(2024)，【全民國防】深化全民國防意識防堵「中」認知作戰。青年日報，取自https://www.ydn.com.tw/news/newsInsidePage?chapterID=1680562，最後瀏覽日期2024年6月29日。 余一鳴、顏志龍(2011)，道德認同對軍事社會化與道德疏離間的調節作用。教育心理學報，43(2)，477-498。 余桂霖(2003)，軍事合法性與承諾：承諾的價值概念、理論類型、與研究途徑的建構分析。復興崗學報，79，107-128。 吳明隆(2012)，SPSS操作與統計應用分析（二版）。台北市：五南。 李元堯、陳鴻雁、許富淑(2014)，運動中心員工工作滿意度、組織承諾與離職傾向之研究。輔仁大學體育學刊，13，236-266。 沈明室（2003），女性與軍隊。台北：揚智。 沈清松(1996)，倫理學理論與專業倫理教育。通識教育季刊，3(2)，1-17。 林火旺(2009)，基本倫理學。台北：三民書局。 邱發忠、陳學志(2003)，軍事服從態度問卷發展暨其效度之研究。復興崗學報，79，79-106。 侯一欣(2017)，Rogers革新擴散理論於課程推廣之意涵。教育研究集刊，63(3)，107-145。 侯勝宗(2016)，產學合作之價值創造與交換：「教學-研究-服務」整合個案之歷程與反思。台大管理論叢，27(1)，155-189。 柯建安(2021)，先秦兵家軍事倫理探源(未出版博士論文)。國防大學，台北市。 柯建安、余一鳴(2010)，軍事社會化的道德形塑與道德認知發展：軍事道德認同導向與社會認同導向。復興崗學報，99，81-102。 洪如薇(2016)，通識國文教學的堅持與新變：從加入教育部全校性閱讀書寫課程推動與革新計畫談起。長庚科技學刊，25，11-27。 國防部(2024)，即時軍事動態。國防部，取自https://www.mnd.gov.tw/Publish.aspx?p=83151&title=%e5%9c%8b%e9%98%b2%e6%b6%88%e6%81%af&SelectStyle=%e5%8d%b3%e6%99%82%e8%bb%8d%e4%ba%8b%e5%8b%95%e6%85%8b，最後瀏覽日期：2024年7月1日。 國防部（2024），軍事院校各學年度學生人數性別比例統計，性別統計指標公告。國防部。取自https://www.mnd.gov.tw/Publish.aspx?title=%E6%80%A7%E5%88%A5%E5%B9%B3%E7%AD%89%E5%B0%88%E5%8D%80&Types=%E6%80%A7%E5%88%A5%E7%B5%B1%E8%A8%88%E6%8C%87%E6%A8%99%E5%85%AC%E5%91%8A&SelectStyle=%E6%80%A7%E5%88%A5%E7%B5%B1%E8%A8%88%E6%8C%87%E6%A8%99%E5%85%AC%E5%91%8A&P=71796，最後瀏覽日期：2024年7月1日。 梁筱梅(2009)，合唱訓練對國軍官校學生養成教育之影響。復興崗學報，93，85-110。 莫大華(2008)，軍人基本信念調整與軍人價值觀教育。復興崗學報，91，67-90。 郭怡伶(2015)，國中社會領域公民科融入領域特定創造力教學模式的成效(未出版碩士論文)。交通大學，新竹市。 陳東波(1998)，當代軍事倫理的規範與困境(未出版博士論文)。政治作戰學校，台北市。 陳勁甫、隋曉萍(2010)，國軍軍官價值觀之現狀與差異。國防雜誌，25(3)，78-92。 曾妙芬、鍾鎮城(2017)，台美兩地華語教師之任務型教學認知理解與推動現況研究。台灣華語教學研究，15，19-51。 游惠瑜(2005)，德行為主的專業倫理教學。哲學與文化，32(8)，127-145。 程嘉文（2024），國軍女力占比升至16.9% 軍階漸高。聯合報。取自https://udn.com/news/story/10930/8020575，最後瀏覽日期：2024年7月1日。 詹哲裕(2007)，軍事倫理學：軍事專業倫理的理念與培塑。台北：文景書局。 詹哲裕、余一鳴(2010)，軍事決策中倫理理論的功能與效用。復興崗學報，97，1-22。 鄭逸容(2016)，影響台中市國民小學教師採用翻轉教學意願之調查研究(未出版碩士論文)。朝陽科技大學，台中市。 盧志宇(2011)，軍人價值觀及其影響因素之探討－以國軍基層軍官為例(未出版碩士論文)。國防大學政治作戰學院，台北市。 錢淑芬(2009)，階級、符號與角色：軍事社會化的模塑技術。復興崗學報，96，127-154。 錢淑芬、廖帝涵(2009)，軍隊的階級倫理如何框住人際互動：憲兵義務役士兵的軍事社會化經驗。復興崗學報，96，79-106。 謝廣全、謝佳懿(2014) ，SPSS 與應用統計學（二版）。高雄市：巨流圖書有限公司。 鍾隆琛(2016)，倫理決策的簡化策略：以某企業的網路監控案為例。慈濟通識教育學刊，10，60-86。 貳、英文部分 Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kul & J. Beckmann (Eds.), Action Control: From Cognition to Behavior (pp. 11-39). Springer, Berlin, Heidelberg. Ajzen, I. (1989). Attitude structure and behavior. In A. R. Pratkanis, S. J. Breckler, & A. G. Greenwald (Eds.), Attitude Structure and Function (pp. 241-274). Lawrence Erlbaum Associates Publishers. Algers, A., & Silva-Fletcher, A. (2015). Teachers’ perceived value, motivations for and adoption of open educational resources in animal and food sciences. International Journal of Emerging Technologies in Learning, 10(2), 35-45. Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual Review of Psychology, 52(1), 1-26. Berghaus, P. T., & Cartagena, N. L. (2013). Developing good soldiers: The problem of fragmentation within the army. Journal of Military Ethics, 12(4), 287-303. Berk, U. (2018). Meaning of working and expectations: a research on professional soldier candidates in Turkey. Defence and Peace Economics, 29(5), 525-540. Breede, H. C. (2019). Culture and the Soldier: Identities, Values, and Norms in Military Engagements. UBC Press. Britt, T. W., & Bliese, P. D. (2003). Testing the stress‐buffering effects of self-engagement among soldiers on a military operation. Journal of Personality, 71(2), 245-266. Britt, T. W., Adler, A. B., & Bartone, P. T. (2001). Deriving benefits from stressful events: the role of engagement in meaningful work and hardiness. Journal of Occupational Health Psychology, 6(1), 53-63. Brooks, R. A., Robinson, M. A., & Urben, H. A. (2022). What makes a military professional? Evaluating norm socialization in west point cadets. Armed Forces & Society, 48(4), 803-827. Chiu, C. M., Hsu, M. H., & Wang, E. T. (2006). Understanding knowledge sharing in virtual communities: an integration of social capital and social cognitive theories. Decision Support Systems, 42(3), 1872-1888. Cobb, P., & Jackson, K. (2015). Supporting teachers’ use of research-based instructional sequences. ZDM, 47(6), 1027-1038. de Vocht, M., Laherto, A., & Parchmann, I. (2017). Exploring teachers’ concerns about bringing responsible research and innovation to European science classrooms. Journal of Science Teacher Education, 28(4), 326-346. Esdar, W., Gorges, J., & Wild, E. (2016). The role of basic need satisfaction for junior academics’ goal conflicts and teaching motivation. Higher Education, 72(2), 175-190. Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention and Behavior: an Introduction to Theory and Research. MA: Addison-Wesley. Gabby, S., Avargil, S., Herscovitz, O., & Dori, Y. J. (2017). The case of middle and high school chemistry teachers implementing technology: using the concerns-based adoption model to assess change processes. Chemistry Education Research and Practice, 18(1), 214-232. Gillet, N., Becker, C., Lafrenière, M. A., Huart, I., & Fouquereau, E. (2017). Organizational support, job resources, soldiers’ motivational profiles, work engagement, and affect. Military Psychology, 29(5), 418-433. Hall, G. E., Loucks, S. F., Rutherford, W. L., & Newlove, B. W. (1975). Levels of use of the innovation: A framework for analyzing innovation adoption. Journal of Teacher Education, 26(1), 52-56. Jingnan, J., Teo, P. C., Ho, T. C., & Hooi Ling, C. (2023). The behavioral intention of young Malaysians towards cashless society: Value-based adoption model. Cogent Business & Management, 10(2), 2244756. Julian, C. H., & Valente, J. M. (2015). Psychosocial factors related to returning to work in US Army Soldiers. Work, 52(2), 419-431. Karahanna, E., Agarwal, R., & Angst, C. M. (2006). Reconceptualizing compatibility beliefs in technology acceptance research. MIS Quarterly, 30(4), 781-804. Kim, H. W., Chan, H. C., & Gupta, S. (2007). Value-based adoption of mobile internet: an empirical investigation. Decision Support Systems, 43(1), 111-126. Krebs, D. L. (1970). Altruism: An examination of the concept and a review of the literature. Psychological Bulletin, 73(4), 258-302. Kümmel, G. (2006). A Soldier Is a Soldier Is a Soldier!? In Giuseppe Caforio (Eds.), Handbook of the Sociology of the Military. Handbooks of Sociology and Social Research (pp. 417-433). Springer, New York, NY. Kunnari, I., & Ilomäki, L. (2016). Reframing teachers’ work for educational innovation. Innovations in Education and Teaching International, 53(2), 167-178. LaRocco, D. J., & Wilken, D. S. (2013). Universal design for learning: University faculty stages of concerns and levels of use. Current Issues in Education, 16(1), 1-15. Lindner, A. M. (2009). Among the troops: Seeing the Iraq War through three journalistic vantage points. Social Problems, 56(1), 21-48. Lucas Jr, G. (2019). Ethics and Military Strategy in the 21st Century: Moving Beyond Clausewitz. Routledge. McLaren, H. J., & Kenny, P. L. (2015). Motivating change from lecture-tutorial modes to less traditional forms of teaching. Australian Universities' Review, The, 57(1), 26-33. McNeely, B. L., & Meglino, B. M. (1992). Good soldiers or good duty? The role of work values and contextual antecedents in prosocial organizational behavior. Paper presented at the Annual Meeting of the Academy of Management, Las Vegas, Nevada. Mileham, P. (2017). Teaching military ethics in the British Armed Forces. In P. Robinson (Eds.), Ethics Education in the Military (pp. 57-70). Routledge. Molendijk, T. (2020). Soldiers in Conflict: Moral Injury, Political Practices and Public Perceptions. Routledge. Nunnally, J. C. and S. F. Bernstein (1994). Psychometric Theory (3rd Ed). New York: McGraw-Hill. Osiel, M. J. (2017). Obeying Orders: Atrocity, Military Discipline and the Law of War. Routledge. Pákozdi, M., & Bárdos, G. (2020). How to become a solider? A survey on the personnel serving in the military health care. Strategic Impact, 74(1), 56-73. Rana, A. (2014). Value and ethics: Indian army perspective. Indian Journal of Health and Wellbeing, 5(10), 1225-1228. Ratner, B. (2009). The correlation coefficient: Its values range between +1/−1, or do they? J Target Meas Anal Mark, 17, 139-142. Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S. & Wang, C. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: a multinational investigation. Motivation and Emotion, 38(1), 93-110. Rogers, E. M. (1995). Lessons for guidelines from the diffusion of innovations. Joint Commission Journal on Quality and Patient Safety, 21(7), 324-328. Schmitz Wortmeyer, D., & Branco, A. U. (2019). The canalization of morality in institutional settings: processes of values development within military socialization. Culture & Psychology, 25(4), 589-604. Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. Soeters, J. L., Winslow, D. J., & Weibull, A. (2006). Military culture. In Caforio, G. (Eds.). Handbook of the Sociology of the Military (pp. 237-254). Springer, New York, NY. Stupnisky, R. H., BrckaLorenz, A., Yuhas, B., & Guay, F. (2018). Faculty members’ motivation for teaching and best practices: testing a model based on self-determination theory across institution types. Contemporary Educational Psychology, 53, 15-26. Tang, S. Y., Wong, A. K., & Cheng, M. M. (2016). Configuring the three-way relationship among student teachers' competence to work in schools, professional learning and teaching motivation in initial teacher education. Teaching and Teacher Education, 60, 344-354. Thurlings, M., Evers, A. T., & Vermeulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: a literature review. Review of Educational Research, 85(3), 430-471. Tornatzky, L. G., & Klein, K. J. (1982). Innovation characteristics and innovation adoption-implementation: A meta-analysis of findings. IEEE Transactions on Engineering Management, 1, 28-45. Turnipseed, D. L. (2002). Are good soldiers good? Exploring the link between organization citizenship behavior and personal ethics. Journal of Business Research, 55(1), 1-15. Van Baarda, T. A. (2008). Moral ambiguities underlying the laws of armed conflict: a perspective from military ethics. Yearbook of International Humanitarian Law, 11, 3-49. Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164-181. Woodruff, T. D. (2017). Who should the military recruit? The effects of institutional, occupational, and self-enhancement enlistment motives on soldier identification and behavior. Armed Forces & Society, 43(4), 579-607. Yan, T., & Deng, M. (2018). Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model. International Journal of Inclusive Education, 1-21. Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. Zimmermann, P., Firnkes, S., Kowalski, J. T., Backus, J., Siegel, S., Willmund, G., & Maercker, A. (2014). Personal values in soldiers after military deployment: associations with mental health and resilience. European Journal of Psychotraumatology, 5(1), 22939. 描述 碩士
國立政治大學
行政管理碩士學程
106921100資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106921100 資料類型 thesis dc.contributor.advisor 黃慶堂 zh_TW dc.contributor.advisor Huang, Chin-Tan en_US dc.contributor.author (Authors) 賴昭榮 zh_TW dc.contributor.author (Authors) Lai, Chao-Jung en_US dc.creator (作者) 賴昭榮 zh_TW dc.creator (作者) Lai, Chao-Jung en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-Sep-2024 14:15:05 (UTC+8) - dc.date.available 4-Sep-2024 14:15:05 (UTC+8) - dc.date.issued (上傳時間) 4-Sep-2024 14:15:05 (UTC+8) - dc.identifier (Other Identifiers) G0106921100 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153191 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 行政管理碩士學程 zh_TW dc.description (描述) 106921100 zh_TW dc.description.abstract (摘要) 軍人倫理的培養非一朝一夕可形成，然而國軍一切行為準則都與軍事倫理的哲學與精神有著脈絡關係。本研究動機在於檢視軍事倫理教學對軍人價值觀的影響狀況，進而探討如何透過軍事倫理教學培養具有愛國心和責任感的現代化軍人，並根據研究結果給予相關建議。其中透過問卷調查，針對台灣服役的軍人做為研究對象，研究發現軍事倫理教學中的認知犧牲交易成本、認知效益外部動機、認知效益內部動機分別對軍人價值觀的建立有顯著的正向影響。研究認為當國軍接受軍事倫理養成教育能為其帶來想要的內外部需求時，他們就會更願意認同在部隊應擔負的任務與責任，在軍事倫理教學歷程中，關於國軍犧牲奉獻的事項，是一種能主動面對任務。據以本研究貢獻在於提供國軍在軍事倫理教學上增修參考的方向，以提升軍人價值觀的深度與廣度，主要能夠凝聚身為軍人角色的一種認同感。此外，身處人工智慧科技的時代，增加軍事多元化選擇模式，瞬息萬變的場景足以考驗國軍判斷決策，因此本研究建議制定國軍人工智慧倫理規範，制衡研發軍事技術和人工智慧的使用。 zh_TW dc.description.abstract (摘要) The cultivation of military ethics is not something that can be achieved overnight. However, all behavioral guidelines of the military are inherently connected to the philosophy and spirit of military ethics. This study aims to examine the impact of military ethics education on the values of soldiers and to explore how such education can cultivate modern soldiers with patriotism and a sense of responsibility. Based on the research findings, relevant recommendations are provided.Through a questionnaire survey targeting soldiers serving in Taiwan, the study found that cognitive sacrifice transaction costs, cognitive benefit external motivation, and cognitive benefit internal motivation in military ethics education each have a significant positive impact on the establishment of soldiers' values. The research suggests that when soldiers receive military ethics education that meets their desired internal and external needs, they are more willing to recognize the tasks and responsibilities they should undertake in the military. This willingness to actively face missions and sacrifices is fostered through the process of military ethics education.The contribution of this study lies in providing directions for enhancing military ethics education to deepen and broaden the values of soldiers, fostering a sense of identity in their roles as military personnel. Moreover, in the era of artificial intelligence technology, the diversification of military options and the rapidly changing scenarios test the decision-making and judgment of soldiers. Therefore, this study recommends the establishment of AI ethical guidelines in the military to balance the development of military technology and the use of artificial intelligence. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 軍事倫理的背景與研究動機 1 第二節 研究目的 3 第三節 研究流程 3 第二章 文獻回顧 5 第一節 軍事倫理 5 第二節 教師教學推動 9 第三節 軍人價值觀 15 第三章 研究方法 21 第一節 研究討論結構 21 第二節 研究假設與推論 22 第三節 研究工具與問卷設計 24 第四節 研究對象 30 第五節 資料處理 31 第六節 問卷前測 33 第四章 研究分析 58 第一節 敘述性統計分析 58 第二節 基本資料與各構面之差異性分析 63 第三節 軍事倫理教學與軍人價值觀之相關性分析 72 第四節 軍事倫理教學與軍人價值觀之迴歸分析 73 第五節 研究假設檢定彙整 75 第五章 結論與建議 77 第一節 結論 77 第二節 軍事倫理教學的未來發展建議 81 第三節 研究限制與後續研究建議 85 參考文獻 86 附錄一 前測問卷 93 附錄二 正式問卷 97 zh_TW dc.format.extent 4662692 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106921100 en_US dc.subject (關鍵詞) 軍事倫理 zh_TW dc.subject (關鍵詞) 軍人價值觀 zh_TW dc.subject (關鍵詞) 認知犧牲交易成本 zh_TW dc.subject (關鍵詞) 認知效益動機 zh_TW dc.subject (關鍵詞) Military Ethics en_US dc.subject (關鍵詞) Soldier Value en_US dc.subject (關鍵詞) Transaction Cost of Cognitive Sacrifice en_US dc.subject (關鍵詞) Motive of Cognitive Benefit en_US dc.title (題名) 軍事倫理教學對軍人價值觀之影響:以台灣為例 zh_TW dc.title (題名) The Effects of Teaching Military Ethics on the Value Propositions of Soldier in Services: Evidence of Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文部分 田立德(2024)，【全民國防】深化全民國防意識防堵「中」認知作戰。青年日報，取自https://www.ydn.com.tw/news/newsInsidePage?chapterID=1680562，最後瀏覽日期2024年6月29日。 余一鳴、顏志龍(2011)，道德認同對軍事社會化與道德疏離間的調節作用。教育心理學報，43(2)，477-498。 余桂霖(2003)，軍事合法性與承諾：承諾的價值概念、理論類型、與研究途徑的建構分析。復興崗學報，79，107-128。 吳明隆(2012)，SPSS操作與統計應用分析（二版）。台北市：五南。 李元堯、陳鴻雁、許富淑(2014)，運動中心員工工作滿意度、組織承諾與離職傾向之研究。輔仁大學體育學刊，13，236-266。 沈明室（2003），女性與軍隊。台北：揚智。 沈清松(1996)，倫理學理論與專業倫理教育。通識教育季刊，3(2)，1-17。 林火旺(2009)，基本倫理學。台北：三民書局。 邱發忠、陳學志(2003)，軍事服從態度問卷發展暨其效度之研究。復興崗學報，79，79-106。 侯一欣(2017)，Rogers革新擴散理論於課程推廣之意涵。教育研究集刊，63(3)，107-145。 侯勝宗(2016)，產學合作之價值創造與交換：「教學-研究-服務」整合個案之歷程與反思。台大管理論叢，27(1)，155-189。 柯建安(2021)，先秦兵家軍事倫理探源(未出版博士論文)。國防大學，台北市。 柯建安、余一鳴(2010)，軍事社會化的道德形塑與道德認知發展：軍事道德認同導向與社會認同導向。復興崗學報，99，81-102。 洪如薇(2016)，通識國文教學的堅持與新變：從加入教育部全校性閱讀書寫課程推動與革新計畫談起。長庚科技學刊，25，11-27。 國防部(2024)，即時軍事動態。國防部，取自https://www.mnd.gov.tw/Publish.aspx?p=83151&title=%e5%9c%8b%e9%98%b2%e6%b6%88%e6%81%af&SelectStyle=%e5%8d%b3%e6%99%82%e8%bb%8d%e4%ba%8b%e5%8b%95%e6%85%8b，最後瀏覽日期：2024年7月1日。 國防部（2024），軍事院校各學年度學生人數性別比例統計，性別統計指標公告。國防部。取自https://www.mnd.gov.tw/Publish.aspx?title=%E6%80%A7%E5%88%A5%E5%B9%B3%E7%AD%89%E5%B0%88%E5%8D%80&Types=%E6%80%A7%E5%88%A5%E7%B5%B1%E8%A8%88%E6%8C%87%E6%A8%99%E5%85%AC%E5%91%8A&SelectStyle=%E6%80%A7%E5%88%A5%E7%B5%B1%E8%A8%88%E6%8C%87%E6%A8%99%E5%85%AC%E5%91%8A&P=71796，最後瀏覽日期：2024年7月1日。 梁筱梅(2009)，合唱訓練對國軍官校學生養成教育之影響。復興崗學報，93，85-110。 莫大華(2008)，軍人基本信念調整與軍人價值觀教育。復興崗學報，91，67-90。 郭怡伶(2015)，國中社會領域公民科融入領域特定創造力教學模式的成效(未出版碩士論文)。交通大學，新竹市。 陳東波(1998)，當代軍事倫理的規範與困境(未出版博士論文)。政治作戰學校，台北市。 陳勁甫、隋曉萍(2010)，國軍軍官價值觀之現狀與差異。國防雜誌，25(3)，78-92。 曾妙芬、鍾鎮城(2017)，台美兩地華語教師之任務型教學認知理解與推動現況研究。台灣華語教學研究，15，19-51。 游惠瑜(2005)，德行為主的專業倫理教學。哲學與文化，32(8)，127-145。 程嘉文（2024），國軍女力占比升至16.9% 軍階漸高。聯合報。取自https://udn.com/news/story/10930/8020575，最後瀏覽日期：2024年7月1日。 詹哲裕(2007)，軍事倫理學：軍事專業倫理的理念與培塑。台北：文景書局。 詹哲裕、余一鳴(2010)，軍事決策中倫理理論的功能與效用。復興崗學報，97，1-22。 鄭逸容(2016)，影響台中市國民小學教師採用翻轉教學意願之調查研究(未出版碩士論文)。朝陽科技大學，台中市。 盧志宇(2011)，軍人價值觀及其影響因素之探討－以國軍基層軍官為例(未出版碩士論文)。國防大學政治作戰學院，台北市。 錢淑芬(2009)，階級、符號與角色：軍事社會化的模塑技術。復興崗學報，96，127-154。 錢淑芬、廖帝涵(2009)，軍隊的階級倫理如何框住人際互動：憲兵義務役士兵的軍事社會化經驗。復興崗學報，96，79-106。 謝廣全、謝佳懿(2014) ，SPSS 與應用統計學（二版）。高雄市：巨流圖書有限公司。 鍾隆琛(2016)，倫理決策的簡化策略：以某企業的網路監控案為例。慈濟通識教育學刊，10，60-86。 貳、英文部分 Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kul & J. Beckmann (Eds.), Action Control: From Cognition to Behavior (pp. 11-39). Springer, Berlin, Heidelberg. Ajzen, I. (1989). Attitude structure and behavior. In A. R. Pratkanis, S. J. Breckler, & A. G. Greenwald (Eds.), Attitude Structure and Function (pp. 241-274). Lawrence Erlbaum Associates Publishers. Algers, A., & Silva-Fletcher, A. (2015). Teachers’ perceived value, motivations for and adoption of open educational resources in animal and food sciences. International Journal of Emerging Technologies in Learning, 10(2), 35-45. Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual Review of Psychology, 52(1), 1-26. Berghaus, P. T., & Cartagena, N. L. (2013). Developing good soldiers: The problem of fragmentation within the army. Journal of Military Ethics, 12(4), 287-303. Berk, U. (2018). Meaning of working and expectations: a research on professional soldier candidates in Turkey. Defence and Peace Economics, 29(5), 525-540. Breede, H. C. (2019). Culture and the Soldier: Identities, Values, and Norms in Military Engagements. UBC Press. Britt, T. W., & Bliese, P. D. (2003). Testing the stress‐buffering effects of self-engagement among soldiers on a military operation. Journal of Personality, 71(2), 245-266. Britt, T. W., Adler, A. B., & Bartone, P. T. (2001). Deriving benefits from stressful events: the role of engagement in meaningful work and hardiness. Journal of Occupational Health Psychology, 6(1), 53-63. Brooks, R. A., Robinson, M. A., & Urben, H. A. (2022). What makes a military professional? Evaluating norm socialization in west point cadets. Armed Forces & Society, 48(4), 803-827. Chiu, C. M., Hsu, M. H., & Wang, E. T. (2006). Understanding knowledge sharing in virtual communities: an integration of social capital and social cognitive theories. Decision Support Systems, 42(3), 1872-1888. Cobb, P., & Jackson, K. (2015). Supporting teachers’ use of research-based instructional sequences. ZDM, 47(6), 1027-1038. de Vocht, M., Laherto, A., & Parchmann, I. (2017). Exploring teachers’ concerns about bringing responsible research and innovation to European science classrooms. Journal of Science Teacher Education, 28(4), 326-346. Esdar, W., Gorges, J., & Wild, E. (2016). The role of basic need satisfaction for junior academics’ goal conflicts and teaching motivation. Higher Education, 72(2), 175-190. Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention and Behavior: an Introduction to Theory and Research. MA: Addison-Wesley. Gabby, S., Avargil, S., Herscovitz, O., & Dori, Y. J. (2017). The case of middle and high school chemistry teachers implementing technology: using the concerns-based adoption model to assess change processes. Chemistry Education Research and Practice, 18(1), 214-232. Gillet, N., Becker, C., Lafrenière, M. A., Huart, I., & Fouquereau, E. (2017). Organizational support, job resources, soldiers’ motivational profiles, work engagement, and affect. Military Psychology, 29(5), 418-433. Hall, G. E., Loucks, S. F., Rutherford, W. L., & Newlove, B. W. (1975). Levels of use of the innovation: A framework for analyzing innovation adoption. Journal of Teacher Education, 26(1), 52-56. Jingnan, J., Teo, P. C., Ho, T. C., & Hooi Ling, C. (2023). The behavioral intention of young Malaysians towards cashless society: Value-based adoption model. Cogent Business & Management, 10(2), 2244756. Julian, C. H., & Valente, J. M. (2015). Psychosocial factors related to returning to work in US Army Soldiers. Work, 52(2), 419-431. Karahanna, E., Agarwal, R., & Angst, C. M. (2006). Reconceptualizing compatibility beliefs in technology acceptance research. MIS Quarterly, 30(4), 781-804. Kim, H. W., Chan, H. C., & Gupta, S. (2007). Value-based adoption of mobile internet: an empirical investigation. Decision Support Systems, 43(1), 111-126. Krebs, D. L. (1970). Altruism: An examination of the concept and a review of the literature. Psychological Bulletin, 73(4), 258-302. Kümmel, G. (2006). A Soldier Is a Soldier Is a Soldier!? In Giuseppe Caforio (Eds.), Handbook of the Sociology of the Military. Handbooks of Sociology and Social Research (pp. 417-433). Springer, New York, NY. Kunnari, I., & Ilomäki, L. (2016). Reframing teachers’ work for educational innovation. Innovations in Education and Teaching International, 53(2), 167-178. LaRocco, D. J., & Wilken, D. S. (2013). Universal design for learning: University faculty stages of concerns and levels of use. Current Issues in Education, 16(1), 1-15. Lindner, A. M. (2009). Among the troops: Seeing the Iraq War through three journalistic vantage points. Social Problems, 56(1), 21-48. Lucas Jr, G. (2019). Ethics and Military Strategy in the 21st Century: Moving Beyond Clausewitz. Routledge. McLaren, H. J., & Kenny, P. L. (2015). Motivating change from lecture-tutorial modes to less traditional forms of teaching. Australian Universities' Review, The, 57(1), 26-33. McNeely, B. L., & Meglino, B. M. (1992). Good soldiers or good duty? The role of work values and contextual antecedents in prosocial organizational behavior. Paper presented at the Annual Meeting of the Academy of Management, Las Vegas, Nevada. Mileham, P. (2017). Teaching military ethics in the British Armed Forces. In P. Robinson (Eds.), Ethics Education in the Military (pp. 57-70). Routledge. Molendijk, T. (2020). Soldiers in Conflict: Moral Injury, Political Practices and Public Perceptions. Routledge. Nunnally, J. C. and S. F. Bernstein (1994). Psychometric Theory (3rd Ed). New York: McGraw-Hill. Osiel, M. J. (2017). Obeying Orders: Atrocity, Military Discipline and the Law of War. Routledge. Pákozdi, M., & Bárdos, G. (2020). How to become a solider? A survey on the personnel serving in the military health care. Strategic Impact, 74(1), 56-73. Rana, A. (2014). Value and ethics: Indian army perspective. Indian Journal of Health and Wellbeing, 5(10), 1225-1228. Ratner, B. (2009). The correlation coefficient: Its values range between +1/−1, or do they? J Target Meas Anal Mark, 17, 139-142. Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S. & Wang, C. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: a multinational investigation. Motivation and Emotion, 38(1), 93-110. Rogers, E. M. (1995). Lessons for guidelines from the diffusion of innovations. Joint Commission Journal on Quality and Patient Safety, 21(7), 324-328. Schmitz Wortmeyer, D., & Branco, A. U. (2019). The canalization of morality in institutional settings: processes of values development within military socialization. Culture & Psychology, 25(4), 589-604. Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. Soeters, J. L., Winslow, D. J., & Weibull, A. (2006). Military culture. In Caforio, G. (Eds.). Handbook of the Sociology of the Military (pp. 237-254). Springer, New York, NY. Stupnisky, R. H., BrckaLorenz, A., Yuhas, B., & Guay, F. (2018). Faculty members’ motivation for teaching and best practices: testing a model based on self-determination theory across institution types. Contemporary Educational Psychology, 53, 15-26. Tang, S. Y., Wong, A. K., & Cheng, M. M. (2016). Configuring the three-way relationship among student teachers' competence to work in schools, professional learning and teaching motivation in initial teacher education. Teaching and Teacher Education, 60, 344-354. Thurlings, M., Evers, A. T., & Vermeulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: a literature review. Review of Educational Research, 85(3), 430-471. Tornatzky, L. G., & Klein, K. J. (1982). Innovation characteristics and innovation adoption-implementation: A meta-analysis of findings. IEEE Transactions on Engineering Management, 1, 28-45. Turnipseed, D. L. (2002). Are good soldiers good? Exploring the link between organization citizenship behavior and personal ethics. Journal of Business Research, 55(1), 1-15. Van Baarda, T. A. (2008). Moral ambiguities underlying the laws of armed conflict: a perspective from military ethics. Yearbook of International Humanitarian Law, 11, 3-49. Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164-181. Woodruff, T. D. (2017). Who should the military recruit? The effects of institutional, occupational, and self-enhancement enlistment motives on soldier identification and behavior. Armed Forces & Society, 43(4), 579-607. Yan, T., & Deng, M. (2018). Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model. International Journal of Inclusive Education, 1-21. Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. Zimmermann, P., Firnkes, S., Kowalski, J. T., Backus, J., Siegel, S., Willmund, G., & Maercker, A. (2014). Personal values in soldiers after military deployment: associations with mental health and resilience. European Journal of Psychotraumatology, 5(1), 22939. zh_TW
