| dc.contributor.advisor | 胡悅倫 | zh_TW |
| dc.contributor.author (Authors) | 袁明玉 | zh_TW |
| dc.contributor.author (Authors) | Meng Gek WANG | en_US |
| dc.creator (作者) | 袁明玉 | zh_TW |
| dc.creator (作者) | Meng Gek WANG | en_US |
| dc.date (日期) | 2005 | en_US |
| dc.date.accessioned | 17-Sep-2009 15:09:18 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 15:09:18 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 15:09:18 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0911520431 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/33040 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 91152043 | zh_TW |
| dc.description (描述) | 94 | zh_TW |
| dc.description.abstract (摘要) | 本研究旨在探討不同甄選情境中（視聽組、聽覺組、文字組），「人格印象」、「能力評估」、「喜好程度」及「應對表現」對「口試成績」的影響。本研究以實驗法進行，採3「甄選情境」× 5「考生」二因子混合設計。其中「甄選情境」分為「視聽組」、「聽覺組」及「文字組」三組，「考生」則分為「甲生」、「乙生」、「丙生」、「丁生」及「戊生」五位。每組均由17位口試委員對5位考生進行評分。由於三組之口試委員不同，各組之評分不會彼此影響，因此「甄選情境」為獨立樣本，即受試者間設計；五位考生均會接受17位口試委員之評分，因此「考生」乃相依樣本，即受試者內設計。本研究以碩博士班研究生為研究對象，請他們在觀看（聆聽或閱讀）口試錄影帶（謄本）後，以大學推甄口試委員的立場對影片中人物所形成之「人格印象」、「能力評估」、「喜好程度」及「應對表現」予以評分，並評定其「口試成績」。本研究採隨機分配，將研究對象分為「視聽組」、「聽覺組」及「文字組」三組。每組17位口試委員，共計51位。在觀看（聆聽或閱讀）口試錄影帶（謄本）前，受試者有5分鐘時間閱覽考生之書面資料，然後在觀看（聆聽或閱讀）考生之口試錄影帶（謄本）後，填寫「人格印象量表」及「口試評量表」。本研究以3「甄選情境」× 5「考生」混合設計二因子變異數分析檢定不同的甄選情境在「人格印象」（他人親和取向、個人愉悅取向）、「能力評估」（專業能力、問題處理能力、人際關係處理能力、行政能力、外語能力）、「喜好程度」、「應對表現」及「口試成績」上之差異情形，結果發現處在不同甄選情境中的口試委員在這些變項上（外語能力除外）均可獲得頗為一致的判斷。研究者認為造成此結果的可能原因為：（1）參與推甄口試的考生無論是在課業或是人格特質、能力上均有相當程度的相似性；（2）大學推甄所使用的書面審查資料較職場口試中所使用的豐富，足以提供考生之人格、能力相關訊息；（3）實驗過程中口試委員閱讀書面審查資料的時間和口試時間的間隔太短，考生書面資料造成的初始效應過於強烈。在不同甄選情境（視聽組、聽覺組、文字組）中，「人格印象」、「能力評估」、「喜好程度」、「應對表現」對「口試成績」之影響方面，研究結果發現：（1）「口試成績」與「應對表現」有高度相關；（2）「個人愉悅取向」與「視聽組」及「文字組」口試成績之間僅具低度相關，但卻與「聽覺組」口試成績具高度相關；（3）「專業能力」與「視聽組」及「文字組」口試成績之間僅具低度相關，但卻與「聽覺組」口試成績之間具高度相關；（4）「問題解決能力」與「視聽組」及「聽覺組」口試成績之間僅具低度相關，但卻與「文字組」口試成績之間具高度相關；（6）「喜好程度」與「視聽組」及「文字組」口試成績僅具低度相關，但與「聽覺組」口試成績則具高度相關；（7）「口試成績」與「他人親和取向」、「人際關係能力」、「行政能力」、「外語能力」僅有低度相關。研究者認為本研究之所以發現「人格印象」與「視聽組」和「文字組」口試成績之間並沒有很高的相關，其可能的原因如下：（1）有些人格特質是無法在短時間內被覺察到的；（2）有些人格特質是比較容易用聽的方式覺察到的；（3）人格特質的判斷通常是以潛意識的方式在進行的；（4）人格特質是可以經由大學四年的教育慢慢成形的；（5）人格特質對口試的影響主要是在對應試者未來工作表現的預測上，而大學校系並不需預測考生未來工作表現。綜合本研究發現，在大學推甄口試方面，考生的肢體語言、外表、聲音等對口試委員的影響並不是很重要。此外，人格特質在大學推甄口試上的影響亦非常輕微，因此研究認為大學學系應重新衡量是否應繼續保有口試？抑或改以其他方式進行學生的甄選，以達到既有效又節省的取才方式。 | zh_TW |
| dc.description.abstract (摘要) | The purpose of the study is to identify which of the following variables: personality impression, capability judgment, likeability, and interview performance, is actually affecting the outcome of the university enrollment interview with different settings.Subjects were 51 post-graduate students, randomly assigned to three groups – “Audio-visual Group”, “Audio Group”, and “Script Group”. Those in video group watched the video of the university enrollment interview, while those in audio group listened to the audio of the same interview, and those in script group read the transcript of the said interview. Vitae of the applicants were given to the subjects for reference prior to the stimulus. Each subject reviewed 5 applicants’ video (audio/transcript), and filled in the Personality Impression Form and Interview Assessment Form.2-way ANOVA is used to examine the effect of different settings (audio-visual, audio, or transcript) on personality impression, capability judgment, likeability, and interview content, and it is found that all variable can be judged in coincidence among subjects within different settings.Pearson correlation is used to examine the effect of personality impression, capability judgment, likeability, and interview performance on the decision-making of interview in different settings, and it is found that interview result is (1) highly correlated to interview performance in all settings; (2) highly correlated to personality impression, specialty, and likeability in “audio group”, however, it is loosely correlated in other groups; (3) highly correlated to problem solving skills in “audio group”, however, it is loosely correlated in other groups; (4) loosely correlated to inter-personal skills, administrative skills and foreign language in all settings. | en_US |
| dc.description.tableofcontents | 第一章 緒論第一節 研究動機與目的………………………………………… 1第二節 研究問題………………………………………………… 4第三節 名詞釋義………………………………………………… 4第二章 文獻探討第一節 口試的定義…………………………………………… 7第二節 視覺線索的定義………………………………………… 9第三節 聽覺線索的定義………………………………………… 13第四節 影響口試成績的因素及其相關研究…………………… 15第三章 研究方法第一節 實驗設計………………………………………………… 24第二節 研究對象………………………………………………… 25第三節 研究工具………………………………………………… 26第四節 實施程序………………………………………………… 30第五節 分析方法………………………………………………… 34第四章 研究結果第一節 甄選情境對人格印象、能力評估、喜好程度、應對表現及口試成績的影響………… 35第二節 不同甄選情境中之人格印象、能力評估、喜好程度、應對表現對口試成績的影響… 44第三節 實驗情境與真實口試情境之差異情形…………………………………………………… 51第四節 錄取與未錄取之考生在人格印象、能力評估、喜好程度及應對表現上的差異情形… 57第五章 結論與建議第一節 結論……………………………………………………… 59第二節 討論……………………………………………………… 62第三節 建議……………………………………………………… 65參考文獻中文部分…………………………………………………………… 67英文部分…………………………………………………………… 68附 錄附錄一 人格印象量表…………………………………………… 75附錄二 人格印象量表的因素負荷量表………………………… 76附錄三 口試評量表……………………………………………… 77附錄四 考生在各變項上之描述性統計量……………………… 78附錄五 考生在各變項上的得分等級…………………………… 81表 次表1 口試委員性別之次數分配表…………………………………………… 26表2 人格印象量表因素分析摘要表………………………………………… 28表3 評分者間信度摘要表…………………………………………………… 30表4 口試委員教育程度之次數分配表……………………………………… 32表5 「他人親和取向」之變異數分析摘要表………………………………… 36表6 「他人親和取向」之單純主要效果的變異數分析摘要表……………… 37表7 「個人愉悅取向」之變異數分析摘要表………………………………… 38表8 「專業能力」之變異數分析摘要表……………………………………… 39表9 「問題解決能力」之變異數分析摘要表………………………………… 39表10 「人際關係處理能力」之變異數分析摘要表…………………………… 40表11 「行政能力」之變異數分析摘要表……………………………………… 41表12 「外語能力」之變異數分析摘要表……………………………………… 41表13 「喜好程度」之變異數分析摘要表……………………………………… 42表14 「應對表現」之變異數分析摘要表……………………………………… 43表15 「口試成績」之變異數分析摘要表……………………………………… 43表16 視聽組各變項與「口試成績」之相關比較…………………………… 45表17 聽覺組各變項與「口試成績」之相關比較…………………………… 47表18 文字組各變項與「口試成績」之相關比較…………………………… 49表19 視聽組「錄取」與「未錄取」之考生在各變項上之t-檢定摘要表……… 52表20 聽覺組「錄取」與「未錄取」之考生在各變項上之t-檢定摘要表……… 54表21 文字組「錄取」與「未錄取」之考生在各變項上之t-檢定摘要表……… 55表22 「實驗情境」與「實際口試情境」之等級相關比較……………………… 58圖 次圖1 研究架構圖…………………………………………………………… 25圖2 實驗流程圖…………………………………………………………… 31 | 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/#G0911520431 | en_US |
| dc.subject (關鍵詞) | 口試 | zh_TW |
| dc.subject (關鍵詞) | 視覺線索 | zh_TW |
| dc.subject (關鍵詞) | 聽覺線索 | zh_TW |
| dc.subject (關鍵詞) | 人格印象 | zh_TW |
| dc.subject (關鍵詞) | 能力評估 | zh_TW |
| dc.subject (關鍵詞) | 喜好程度 | zh_TW |
| dc.subject (關鍵詞) | 應對表現 | zh_TW |
| dc.subject (關鍵詞) | 口試情境 | zh_TW |
| dc.subject (關鍵詞) | interview | en_US |
| dc.subject (關鍵詞) | visual cues | en_US |
| dc.subject (關鍵詞) | aural cues | en_US |
| dc.subject (關鍵詞) | impression | en_US |
| dc.subject (關鍵詞) | capability | en_US |
| dc.subject (關鍵詞) | likeability | en_US |
| dc.subject (關鍵詞) | performance | en_US |
| dc.subject (關鍵詞) | interview settings | en_US |
| dc.title (題名) | 不同甄選情境中人格印象、能力評估、喜好程度及應對表現對口試成績的影響 | zh_TW |
| dc.title (題名) | Effect of personality impression, capability judgment, likeability and interview performance on university enrollment interview with different settings | en_US |
| dc.type (資料類型) | thesis | en |
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