| dc.contributor.advisor | 陳彰儀 | zh_TW |
| dc.contributor.author (Authors) | 張軒正 | zh_TW |
| dc.contributor.author (Authors) | Hsuan-cheng Chang | en_US |
| dc.creator (作者) | 張軒正 | zh_TW |
| dc.creator (作者) | Hsuan-cheng Chang | en_US |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 17-Sep-2009 13:12:58 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 13:12:58 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 13:12:58 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0090752001 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/32477 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 心理學研究所 | zh_TW |
| dc.description (描述) | 90752001 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 本研究欲探討在模擬甄選情境中，情境因素對降低社會期許之效果。本研究採三因子2×2×2受試者間之實驗設計，所操弄的三個獨變項為： 1.促發(priming)受試者誠實作答的傾向之有無 2.測謊題警告之有無 3.作答時間的限制之有無；依變項為社會期許正、負向題分數與三個人格測驗向度（適應性、親和性、審慎性）的分數。本研究分為研究一、研究二兩階段進行。研究一之受試者包括企業應徵者81人與國小實習老師92人，研究結果顯示：三個獨變項中，只在有「測謊題警告」情境下能顯著降低社會期許正向題的分數。「時間限制」則在無「促發」之情況下，會提升「親和性」人格之分數。針對研究一的結果，研究者改變「促發」與「時間限制」的操弄方式，其它研究程序相同，進行研究二。研究二之受試者為503位大學生，研究結果顯示：「促發」會提升社會期許負向題的分數，且在有「時間限制」、無「警告」的情況下，亦可提升「適應性」分數。「測謊題警告」可降低社會期許正向題的分數，並有降低「親和性」分數之趨勢。「時間限制」仍然沒有任何效果。 研究者分別就研究一、研究二之結果加以討論並提出可能的解釋。此外，研究者亦嘗試驗證與討論社會期許量表中正向題與負向題之建構。最後研究者檢討本研究之限制，並對未來之研究方向提出若干建議。 | zh_TW |
| dc.description.abstract (摘要) | The influence of three situational factors on reducing social desirability bias under simulated selection context was investigated in 2 studies. A 2×2×2 experimental design was used in these 2 studies. The three independent variables were: 1.’’Priming’’ the honest responding tendency. 2.Warning of having a lie scale. 3.Time limit for each question. The dependent variables included: 1.Two dimension scores of social desirability scale (positive keying items and negative keying items). 2.Scores of three personality dimensions (adjustment, likeability, prudence). Subjects of study1 were 81 job applicants and 92 elementary school interns. The results indicated that “warning of having a lie scale” could reduce the scores of positive keying social desirability scale. “Time limit” increased the scores of “likeability” under “no priming” situation. According to the results of study1, the author modified the manipulations of “priming” and “time limit”, and conducted study2. The subjects of study2 were 503 college students. The results indicated that “priming” could increase the scores of negative keying social desirability scale. “Priming” also increased the scores of “adjustment” under “time limit” and “no warning” situation. “Warning of having a lie scale” could reduce the scores of positive keying social desirability scale, and also had the trend to reduce the scores of “likeability”. “Time limit” still didn’t have any main effect on dependent measures. Base on the results for study1 and study2, the author discussed the effects of 3 situational factors on reducing social desirability bias, and also tried to clarify the construct validity of two-dimensional social desirability scale. The author also discussed the limitations of the present research, and made some suggestions for future research. | en_US |
| dc.description.tableofcontents | 目錄第一章 緒論第一節 研究動機與目的 1第二節 文獻探討 5一、 社會期許的概念 5二、 社會期許偏誤對測驗效度的影響 7三、 作假模式 8四、 控制或降低社會期許偏誤的策略 9五、 促發作用與社會期許偏誤 14六、 人格特質與社會期許偏誤 18第三節 研究架構與研究假設 20第二章 研究一第一節 研究方法 24一、 研究對象 24二、 實驗設計 24三、 實驗操弄方式 26四、 變項與測量工具 28五、 研究步驟 30六、 受試者填答電腦問卷之步驟 31七、 資料分析方法 32第二節 研究結果與討論 33一、 操弄變項之檢驗 33二、 隨機分派檢驗 34三、 研究問題之驗證 35四、 討論 42第三章 研究二第一節 研究方法 44一、 研究對象 44二、 實驗設計 44三、 實驗操弄方式 44四、 變項與測量工具 45五、 研究步驟 45六、 受試者填答電腦問卷之步驟 46七、 資料分析方法 46第二節 研究結果與討論 47一、 操弄變項之檢驗 47二、 隨機分派之檢驗 48三、 研究問題之驗證 48四、 討論 56第四章 其它研究結果、綜合討論與建議第一節 研究一與研究二的其它研究結果 61第二節 綜合討論 68一、 本研究結果與陳彰儀（2002）研究結果之比較 68二、 企業樣本、實習老師樣本、學生樣本之比較 71三、 社會期許負向題與正向題之建構效度 72四、 降低作假傾向之策略對三個人格變項之影響不同 73第三節 研究限制與檢討 75第四節 對未來研究之建議 79第五節 研究貢獻 81參考文獻 83附錄一 問卷題目 88附錄二 電腦問卷之畫面 95圖表目錄圖1-1 McFarland and Ryan（2000）的作假模式 9圖1-2 本研究的架構圖 21圖2-1 時間限制與促發對親和性總分之交互作用圖 40圖3-1 促發、警告、時間限制對適應性總分之單純交互作用圖 53表2-1 企業與實習老師在各變項上的平均數差異 36表2-2 三個獨變項對社會期許負向題之三因子變異數分析摘要表 36表2-3 受試者針對社會期許負向題的整體反應平均值 37表2-4 三個獨變項對社會期許正向題之三因子變異數分析摘要表 37表2-5 受試者針對社會期許正向題的整體反應平均值 37表2-6 三個獨變項對「適應性」之三因子變異數分析摘要表 38表2-7 受試者針對「適應性」的整體反應平均值 39表2-8 三個獨變項對「親和性」之三因子變異數分析摘要表 39表2-9 受試者針對「親和性」的整體反應平均值 39表2-10 三個獨變項對「審慎性」之三因子變異數分析摘要表 40表2-11 受試者針對「審慎性」的整體反應平均值 40表2-12 研究一之假設與結果對應表 41表3-1 三個獨變項對社會期許負向題之三因子變異數分析摘要表 49表3-2 受試者針對社會期許負向題的整體反應平均值 50表3-3 三個獨變項對社會期許正向題之三因子變異數分析摘要表 50表3-4 受試者針對社會期許正向題的整體反應平均值 50表3-5 三個獨變項對「適應性」之三因子變異數分析摘要表 52表3-6 受試者針對「適應性」的整體反應平均值 52表3-7 三個獨變項對「親和性」之三因子變異數分析摘要表 54表3-8 受試者針對「親和性」的整體反應平均值 54表3-9 三個獨變項對「審慎性」之三因子變異數分析摘要表 54表3-10 受試者針對「審慎性」的整體反應平均值 55表3-11 研究二之假設與結果對應表 55表4-1 三個獨變項對社會期許負向題之三因子變異數分析摘要表 62表4-2 受試者針對社會期許負向題的整體反應平均值 62表4-3 三個獨變項對「適應性」之三因子變異數分析摘要表 62表4-4 受試者針對「適應性」的整體反應平均值 63表4-5 企業、實習老師、學生樣本在各變項上之平均數 64表4-6 樣本來源對社會期許正向題之單因子變異數分析摘要表 65表4-7 樣本來源對社會期許負向題之單因子變異數分析摘要表 65表4-8 樣本來源對「親和性」之單因子變異數分析摘要表 65表4-9 樣本來源對「審慎性」之單因子變異數分析摘要表 65表4-10 各依變項之相關矩陣（企業＋實習老師樣本） 66表4-11 各依變項之相關矩陣（學生樣本） 66表4-12 各依變項之相關矩陣（全部樣本） 67 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0090752001 | en_US |
| dc.subject (關鍵詞) | 降低社會期許 | zh_TW |
| dc.subject (關鍵詞) | 促發 | zh_TW |
| dc.subject (關鍵詞) | 傳記式問卷 | zh_TW |
| dc.subject (關鍵詞) | 測謊題警告 | zh_TW |
| dc.subject (關鍵詞) | 時間限制 | zh_TW |
| dc.subject (關鍵詞) | 電腦施測 | zh_TW |
| dc.subject (關鍵詞) | reducing social desirability | en_US |
| dc.subject (關鍵詞) | priming | en_US |
| dc.subject (關鍵詞) | biodata | en_US |
| dc.subject (關鍵詞) | warning of having a lie scale | en_US |
| dc.subject (關鍵詞) | time limit | en_US |
| dc.subject (關鍵詞) | computer administration | en_US |
| dc.title (題名) | 在電腦施測情境中，促發、警告、時間限制對降低社會期許之效果 | zh_TW |
| dc.title (題名) | Reducing social desirability bias of personality scale in computer administration mode: Effects of priming, warning, and time limit | en_US |
| dc.type (資料類型) | thesis | en |
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