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題名 大專校院羽球教練領導者謙遜、自戀與隊員學習成效之研究：生氣勃勃的中介效果
The Impact of University Badminton Coaches’ Humility and Narcissism on Team Members’ Learning Effectiveness: The Mediating Effects of Thriving
作者 吳霽
Wu, Chi
貢獻者 黃家齊
Huang, Jia-Chi
吳霽
Wu, Chi
關鍵詞 羽球
大專校院
教練
隊員
謙遜
自戀
學習成效
能力感知
精力投入
生氣勃勃
Badminton
University
Coach
Player
Humility
Narcissism
Learning effectiveness
Perceived competence
Effort-importance
Thriving
日期 2025
上傳時間 4-Aug-2025 13:47:02 (UTC+8)
摘要 近年來羽球在臺灣蔚為風潮，大學羽球風氣也日益興盛，越來越多學子成為羽球校隊隊員並參與全國大專校院運動會羽球項目，校方亦可藉由羽球校隊隊員在賽事的傑出成績爭取曝光與榮譽。站在為校爭光的立場，培育羽球校隊隊員具備高度學習成效、拿下比賽的能耐相當關鍵，而教練正是扮演培育隊員羽球技巧與能耐的重要角色，教練和隊員的互動關係緊密，教練的領導特質對隊員學習成效、心理狀態的影響相當深遠，因此，探討教練領導特質與隊員學習成效、心理狀態的議題對於大專校院羽球校隊的重要性不言而喻。 因此，本研究欲研究相關議題，以大專校院羽球教練領導者謙遜、自戀作為自變項，並以隊員學習成效的兩構面：能力感知、精力投入作為依變項，隊員的生氣勃勃作為中介變項，探討大專校院羽球教練領導者謙遜、自戀對隊員學習成效兩構面：能力感知、精力投入的影響，並檢視隊員的生氣勃勃是否具備中介效果。本研究之調查對象為113學年度第二學期仍具備大專校院羽球校隊身分之選手，藉由網路問卷發放至31間學校，一共收到235份問卷，其中有效問卷為208份。問卷回收後藉由JASP 0.19.3進行統計分析，分析結果如下： 一、 大專校院羽球教練領導者謙遜與隊員能力感知無顯著正向關係；大專校院羽球教練領導者自戀與隊員能力感知無顯著負向關係。 二、 大專校院羽球教練領導者謙遜與隊員精力投入有顯著正向關係；大專校院羽球教練領導者自戀與隊員精力投入有顯著負向關係。 三、 隊員生氣勃勃顯著中介大專校院羽球教練領導者謙遜與能力感知之關係；隊員生氣勃勃顯著中介大專校院羽球教練領導者謙遜與精力投入之關係；隊員生氣勃勃顯著中介大專校院羽球教練領導者自戀與能力感知之關係；隊員生氣勃勃顯著中介大專校院羽球教練領導者自戀與精力投入之關係。
In recent years, badminton has gained great popularity in Taiwan, and the sport has flourished on university campuses. An increasing number of students are joining university badminton teams and participating in the National Intercollegiate Athletic Games. Schools, in turn, benefit from the exposure and honor brought by the outstanding performance of their athletes. From the perspective of school representation, cultivating badminton team members with high learning effectiveness and competitive ability is essential. Coaches play a pivotal role in this process, being deeply involved in players’ development both technically and psychologically. Therefore, the influence of coaches' leadership traits on players’ learning effectiveness and mental state is significant for university badminton teams. This study explores the impact of coaches’ leadership traits—specifically humility and narcissism—on the learning effectiveness of university badminton players. Two dimensions of learning effectiveness, perceived competence and effort-importance are examined as dependent variables, while the players’ thriving is analyzed as a mediating variable. The research aims to investigate whether thriving mediates the relationship between coaches’ humility/narcissism and players’ learning effectiveness. The study surveyed university badminton team members who were active during the second semester of the 113th academic year. A total of 235 questionnaires were distributed across 31 schools, yielding 208 valid responses. Statistical analysis was conducted using JASP 0.19.3, and the main findings are as follows: 1. Coaches’ humility showed no significant positive relationship with players’ perceived competence; narcissism showed no significant negative relationship with perceived competence. 2. Coaches’ humility had a significant positive relationship with players’ effort-importance, while narcissism had a significant negative relationship. 3. Players’ thriving significantly mediated the relationship between coaches’ humility and perceived competence, as well as effort-importance. Thriving also significantly mediated the relationship between coaches’ narcissism and both perceived competence and effort-importance.
參考文獻 李正男、游正忠，2014。教練領導行為與團隊滿意度之相關研究：以高雄市國小羽球代表隊為例。高應科大體育學刊。第十三期: 141-156。 李姵諭，2024。國中羽球選手知覺教練領導行為與團隊凝聚力之研究。國立高雄師範大學體育學系碩士班未出版碩士論文。 周財勝，2011。2010大專甲組羽球選手知覺教練領導行為之研究。政大體育研究。第二十期: 37-58。 顏琳真，2025。臺北市高中職體育課學習滿意度與學習成效之研究。臺北市立大學體育學系碩士班未出版碩士論文。 Arthur, C. A., Hardy, L., & Woodman, T. (2011). Realising the Olympic dream: Vision, support and challenge. Reflective Practice, 12(5), 653–665. Biggs, J. (1999). Teaching for quality learning at university: What the student does. Buckingham: Open University Press. Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: David McKay. Braun, S., Aydin, N., Frey, D., & Peus, C. (2016). Leader narcissism predicts malicious envy and supervisor-directed counterproductive work behavior: Evidence from field and experimental research. Journal of Business Ethics, 137, 245–260. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company. Campbell, W. K., Miller, J. D., & Buffardi, L. E. (2011). Narcissism and leadership: A review and research agenda. Journal of Personality, 79(5), 871–901. Caldwell, C., Dixon, R. D., Floyd, L. A., Chaudoin, J., Post, J., & Cheokas, G. (2010). Transformative leadership: Achieving unparalleled excellence. Journal of Business Ethics, 90(3), 457–473. Campbell, W. K., Hoffman, B. J., Campbell, S. M., & Marchisio, G. (2011). Narcissism in organizational contexts. Human Resource Management Review, 21(4), 268–284. Caza, A., Zhang, Y., & Wang, L. (2021). The effects of humble leadership on thriving: The mediating role of psychological safety and growth need strength. Journal of Leadership & Organizational Studies, 28(2), 192–204. Chatterjee, A., & Hambrick, D. C. (2007). It's all about me: Narcissistic CEOs and their effects on company strategy and performance. Administrative Science Quarterly, 52(3), 351–386. Chen, Y. C., Chang, J. Y., & Lin, Y. Y. (2022). The dark side of coach narcissism: Implications for athlete thriving and learning. Journal of Sport and Exercise Psychology, 44(2), 113–125. Chen, Y. F., Chang, C. H., & Lin, Y. C. (2022). Narcissistic leadership and negative learning outcomes: The mediating role of psychological safety and thriving. Journal of Applied Psychology, 107(1), 88–104. Chelladurai, P. (1990). Leadership in sport: A review. International Journal of Sport Psychology, 21(4), 328–354. Davis, D. E., Worthington, E. L., Jr., Hook, J. N., Emmons, R. A., Hill, P. C., Bollinger, R. A., & Van Tongeren, D. R. (2011). Relational humility: Conceptualizing and measuring humility as a personality judgment. Journal of Personality Assessment, 93(3), 225–234. Emmons, R. A. (1987). Narcissism: Theory and measurement. Journal of Personality and Social Psychology, 52(1), 11–17. Freud, S. (1914). On narcissism: An introduction. Standard Edition of the Complete Psychological Works of Sigmund Freud, 14, 67–102. Grijalva, E., Harms, P. D., Newman, D. A., Gaddis, B. H., & Fraley, R. C. (2015). Narcissism and leadership: A meta-analytic review of linear and nonlinear relationships. Personnel Psychology, 68(1), 1–47. Hu, L.T. and Bentler, P.M. (1999) Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1-55. Hu, J., He, W., Wang, Z., & Ma, L. (2018). Not all humility is the same: The joint effect of leader and subordinate humility on work outcomes. Journal of Applied Psychology, 103(2), 235–251. Kirkpatrick, D. L. (1996). Evaluating training programs: The four levels (2nd ed.). San Francisco: Berrett-Koehler. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: Handbook II: Affective domain. New York: David McKay. Kruse, E., Chancellor, J., Ruberton, P. M., & Lyubomirsky, S. (2017). The psychological structure of humility. The Journal of Positive Psychology, 12(1), 3–12. Liu, H., Ahmed, S. J., Anjum, M. A., & Mina, A. (2024). Leader humility and employees’ creative performance: The role of intrinsic motivation and work engagement. Frontiers in Psychology, 15, Article 1278755. Maccoby, M. (2000). Narcissistic leaders: The incredible pros, the inevitable cons. Harvard Business Review, 78(1), 68–77. McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60(1), 48–58. Morf, C. C., & Rhodewalt, F. (2001). Unraveling the paradoxes of narcissism: A dynamic self-regulatory processing model. Psychological Inquiry, 12(4), 177–196. Morris, J. A., Brotheridge, C. M., & Urbanski, J. C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58(10), 1323–1350. Nevicka, B., De Hoogh, A. H. B., Van Vianen, A. E. M., Beersma, B., & McIlwain, D. (2011). All I need is a stage to shine: Narcissists’ leader emergence and performance. The Leadership Quarterly, 22(5), 910–925. Ou, A. Y., Tsui, A. S., Kinicki, A. J., Waldman, D. A., Xiao, Z., & Song, L. J. (2014). Humble chief executive officers’ connections to top management team integration and middle managers’ responses. Administrative Science Quarterly, 59(1), 34–72. Owens, B. P., & Hekman, D. R. (2012). Modeling how to grow: An inductive examination of humble leader behaviors, contingencies, and outcomes. Academy of Management Journal, 55(4), 787–818. Owens, B. P., Johnson, M. D., & Mitchell, T. R. (2013). Expressed humility in organizations: Implications for performance, teams, and leadership. Organization Science, 24(5), 1517–1538. Porath, C., Spreitzer, G., Gibson, C., & Garnett, F. (2012). Thriving at work: Toward its measurement, construct validation, and theoretical refinement. Journal of Organizational Behavior, 33(2), 250–275. Pan, L. Y., & Lin, C. L. (2023). Narcissistic leadership and employee thriving: The mediating role of leader-member exchange. Journal of Leadership & Organizational Studies, 30(1), 35–49. Prem, R., Ohly, S., Kubicek, B., & Korunka, C. (2017). Thriving on challenge stressors? Exploring time pressure and learning demands as antecedents of thriving at work. Journal of Organizational Behavior, 38(1), 108–123. Raskin, R., & Terry, H. (1988). A principal-components analysis of the Narcissistic Personality Inventory and further evidence of its construct validity. Journal of Personality and Social Psychology, 54(5), 890–902. Rosenthal, S. A., & Pittinsky, T. L. (2006). Narcissistic leadership. The Leadership Quarterly, 17(6), 617–633. Ryan, R. M., & Frederick, C. (1997). On energy, personality, and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65(3), 529–565. Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Washington, DC: Gryphon House. Spreitzer, G., Sutcliffe, K., Dutton, J., Sonenshein, S., & Grant, A. M. (2005). A socially embedded model of thriving at work. Organization Science, 16(5), 537–549. Steins, G., Kegel, T., & Freund, P. A. (2020). Leader narcissism and follower outcomes: A meta-analysis of individual follower data. Journal of Business and Psychology, 35, 453–471. Tangney, J. P. (2000). Humility: Theoretical perspectives, empirical findings and directions for future research. Journal of Social and Clinical Psychology, 19(1), 70–82. Weinberg, R. S., & Gould, D. (2019). Foundations of Sport and Exercise Psychology (7th ed.). Human Kinetics.
描述 碩士
國立政治大學
企業管理研究所(MBA學位學程)
112363074
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0112363074
資料類型 thesis
dc.contributor.advisor 黃家齊zh_TW
dc.contributor.advisor Huang, Jia-Chien_US
dc.contributor.author (Authors) 吳霽zh_TW
dc.contributor.author (Authors) Wu, Chien_US
dc.creator (作者) 吳霽zh_TW
dc.creator (作者) Wu, Chien_US
dc.date (日期) 2025en_US
dc.date.accessioned 4-Aug-2025 13:47:02 (UTC+8)-
dc.date.available 4-Aug-2025 13:47:02 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2025 13:47:02 (UTC+8)-
dc.identifier (Other Identifiers) G0112363074en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/158446-
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) 112363074zh_TW
dc.description.abstract (摘要) 近年來羽球在臺灣蔚為風潮，大學羽球風氣也日益興盛，越來越多學子成為羽球校隊隊員並參與全國大專校院運動會羽球項目，校方亦可藉由羽球校隊隊員在賽事的傑出成績爭取曝光與榮譽。站在為校爭光的立場，培育羽球校隊隊員具備高度學習成效、拿下比賽的能耐相當關鍵，而教練正是扮演培育隊員羽球技巧與能耐的重要角色，教練和隊員的互動關係緊密，教練的領導特質對隊員學習成效、心理狀態的影響相當深遠，因此，探討教練領導特質與隊員學習成效、心理狀態的議題對於大專校院羽球校隊的重要性不言而喻。 因此，本研究欲研究相關議題，以大專校院羽球教練領導者謙遜、自戀作為自變項，並以隊員學習成效的兩構面：能力感知、精力投入作為依變項，隊員的生氣勃勃作為中介變項，探討大專校院羽球教練領導者謙遜、自戀對隊員學習成效兩構面：能力感知、精力投入的影響，並檢視隊員的生氣勃勃是否具備中介效果。本研究之調查對象為113學年度第二學期仍具備大專校院羽球校隊身分之選手，藉由網路問卷發放至31間學校，一共收到235份問卷，其中有效問卷為208份。問卷回收後藉由JASP 0.19.3進行統計分析，分析結果如下： 一、 大專校院羽球教練領導者謙遜與隊員能力感知無顯著正向關係；大專校院羽球教練領導者自戀與隊員能力感知無顯著負向關係。 二、 大專校院羽球教練領導者謙遜與隊員精力投入有顯著正向關係；大專校院羽球教練領導者自戀與隊員精力投入有顯著負向關係。 三、 隊員生氣勃勃顯著中介大專校院羽球教練領導者謙遜與能力感知之關係；隊員生氣勃勃顯著中介大專校院羽球教練領導者謙遜與精力投入之關係；隊員生氣勃勃顯著中介大專校院羽球教練領導者自戀與能力感知之關係；隊員生氣勃勃顯著中介大專校院羽球教練領導者自戀與精力投入之關係。zh_TW
dc.description.abstract (摘要) In recent years, badminton has gained great popularity in Taiwan, and the sport has flourished on university campuses. An increasing number of students are joining university badminton teams and participating in the National Intercollegiate Athletic Games. Schools, in turn, benefit from the exposure and honor brought by the outstanding performance of their athletes. From the perspective of school representation, cultivating badminton team members with high learning effectiveness and competitive ability is essential. Coaches play a pivotal role in this process, being deeply involved in players’ development both technically and psychologically. Therefore, the influence of coaches' leadership traits on players’ learning effectiveness and mental state is significant for university badminton teams. This study explores the impact of coaches’ leadership traits—specifically humility and narcissism—on the learning effectiveness of university badminton players. Two dimensions of learning effectiveness, perceived competence and effort-importance are examined as dependent variables, while the players’ thriving is analyzed as a mediating variable. The research aims to investigate whether thriving mediates the relationship between coaches’ humility/narcissism and players’ learning effectiveness. The study surveyed university badminton team members who were active during the second semester of the 113th academic year. A total of 235 questionnaires were distributed across 31 schools, yielding 208 valid responses. Statistical analysis was conducted using JASP 0.19.3, and the main findings are as follows: 1. Coaches’ humility showed no significant positive relationship with players’ perceived competence; narcissism showed no significant negative relationship with perceived competence. 2. Coaches’ humility had a significant positive relationship with players’ effort-importance, while narcissism had a significant negative relationship. 3. Players’ thriving significantly mediated the relationship between coaches’ humility and perceived competence, as well as effort-importance. Thriving also significantly mediated the relationship between coaches’ narcissism and both perceived competence and effort-importance.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 3 第二章 文獻探討 4 第一節 領導者謙遜 4 第二節 領導者謙遜與學習成效 7 第三節 領導者自戀與學習成效 9 第四節 生氣勃勃的中介角色 11 第三章 研究方法 14 第一節 研究架構 14 第二節 研究對象與調查方式 15 第三節 變項衡量 18 第四節 效度驗證 22 第五節 資料分析方法 23 第四章 研究結果 24 第一節 領導者謙遜與自戀、生氣勃勃和能力感知、精力投入之關係 24 第二節 生氣勃勃中介效果分析 32 第三節 單因子變異數分析與Tukey事後檢定 34 第五章 結論與建議 38 第一節 研究結果與討論 38 第二節 實務意涵 39 第三節 研究限制與建議 41 參考文獻 42 附錄 47zh_TW
dc.format.extent 1546972 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0112363074en_US
dc.subject (關鍵詞) 羽球zh_TW
dc.subject (關鍵詞) 大專校院zh_TW
dc.subject (關鍵詞) 教練zh_TW
dc.subject (關鍵詞) 隊員zh_TW
dc.subject (關鍵詞) 謙遜zh_TW
dc.subject (關鍵詞) 自戀zh_TW
dc.subject (關鍵詞) 學習成效zh_TW
dc.subject (關鍵詞) 能力感知zh_TW
dc.subject (關鍵詞) 精力投入zh_TW
dc.subject (關鍵詞) 生氣勃勃zh_TW
dc.subject (關鍵詞) Badmintonen_US
dc.subject (關鍵詞) Universityen_US
dc.subject (關鍵詞) Coachen_US
dc.subject (關鍵詞) Playeren_US
dc.subject (關鍵詞) Humilityen_US
dc.subject (關鍵詞) Narcissismen_US
dc.subject (關鍵詞) Learning effectivenessen_US
dc.subject (關鍵詞) Perceived competenceen_US
dc.subject (關鍵詞) Effort-importanceen_US
dc.subject (關鍵詞) Thrivingen_US
dc.title (題名) 大專校院羽球教練領導者謙遜、自戀與隊員學習成效之研究：生氣勃勃的中介效果zh_TW
dc.title (題名) The Impact of University Badminton Coaches’ Humility and Narcissism on Team Members’ Learning Effectiveness: The Mediating Effects of Thrivingen_US
dc.type (資料類型) thesisen_US
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