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題名 情緒激發對訓練成效之影響：知覺訓練難度的調節效果
The influences of emotional arousal on training outcomes: The moderating effects of perceived training difficulty
作者 蕭佳佩
貢獻者 陳彰儀
蕭佳佩
關鍵詞 情緒激發
知覺訓練難度
自我效能
學習動機
訓練有用性
訓練學習結果
emotional arousal
perceived training difficulty
self-efficacy
motivation to learn
utility judgment
learning outcome
日期 2009
上傳時間 3-Sep-2013 13:27:44 (UTC+8)
摘要 本研究探討訓練情境中的情緒激發與知覺訓練難度對訓練成效之影響。本研究使用實驗法，採3（情緒激發：正向、負向、無激發）×2（知覺訓練難度：簡單與困難）完全受試者間設計，依變項為受訓者的自我效能、學習動機、訓練有用性與訓練學習結果。受試者為國立政治大學的127名大學生，受試者隨機分派到六種實驗情境之一，在實驗室中依序進行情緒激發作業、訓練作業，最後填寫研究問卷。本研究以變異數分析（ANOVA）與共變數分析（ANCOVA）（控制性別之影響）來檢驗情緒激發與知覺訓練難度對各依變項之影響。研究結果顯示情緒激發與知覺訓練難度之交互作用會影響受訓者的自我效能與學習動機。最後，本研究針對研究結果進行討論、並對研究限制、未來研究方向、理論與實務意涵加以闡述。
This study focuses on the effect of emotional arousal and perceived training difficulty on training outcomes. A 3 (emotional arousal: positive, negative, control) x 2 (perceived training difficulty: easy, difficult) between-subject experimental design is used. The dependent variables are trainees’ self-efficacy, motivation to learn, utility judgment and learning outcome. Subjects (N=127) were randomly assigned to one of the six experimental situations and completed the emotional arousal task, training task, and research questionnaire in order. The researcher uses ANOVA and ANCOVA (controlling the gender effect) to examine the influence of emotional arousal and perceived training difficulty on each dependent variable separately. The results of the present study indicate that trainees’ self-efficacy and motivation to learn can be influenced by the interaction of emotion arousal and perceived training difficulty. At last, the results, limitation, further research directions and implications are discussed.
參考文獻 中文部份
吳明隆 （2007）。SPSS操作與應用—問卷統計分析實務。台北市：五南
行政院經濟建設委員 （2003）。因應知識經濟時代強化人力資本角色之研究。
張曉文 （2003）。組織情境因素對員工訓練學習暨遷移動機影響之探討，未出版碩士論文，國立中央大學，中壢市。
黃郁雯 （2003）。電腦自我效能、電腦經驗及他人支持三者與電腦態度及電腦焦慮之關係，未出版碩士論文，國立政治大學，台北市。　
趙小瑩、王文中、葉寶專（2007）。正負向情感及身體激起量表之發展與試題反應分析：焦慮症與憂鬱症三角模式的再探討。測驗學刊，54(1)，223-257，
簡貞玉 （譯）（2007）。員工訓練與能力發展（Noe , R. A., 2004）。台北市：麥格羅希爾
英文部分
Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451-474.
Alliger, G., & Janak, E. (1989). Kirkpatrick`s levels of training criteria: Thirty years later. Personnel Psychology, 42(3), 331-342.
Alliger, G. M., Tannenbaum, S. I., Bennett, W. Jr., Traver, H., & Shotland, A. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50, 341–358.
American Society for Training and Development. (2009). The 2009 State of Industry Report. Retrieved March, 23, 2010, from American Society for Training and Development website: http://www.astd.org/content/research/researchReports/
Arthur, W. Jr., Bennett, W. Jr., Edens, P. S., & Bell S. T. (2003). Effectiveness of Training in Organizations: A Meta-Analysis of Design and Evaluation Features. Journal of Applied Psychology, 88(2), 234-245.
Baldwin, T. T., & Ford, J. K. (l988). Transfer of training: A review and directions for future research. Personnel Psychology, 41 (1), 63-106.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729-735.
Baron, R., & Kenny, D. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Brief, A. P., Butcher, A. H., & Roberson, L. (1995). Cookies, disposition, and job attitudes: The effects of positive mood-inducing events and negative affectivity on job satisfaction in a field experiment. Organizational Behavior and Human Decision Processes, 62(1), 55-62.
Brief, A. P., & Weiss, H. M. (2002), Organizational Behavior: Affect in the Work Place. Annual Review of Psychology, 53, 279-307.
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85(5), 678-707.
Estrada, C. A., Isen, A. M., & Young, M. J. (1997). Positive affect facilitates integration of information and decreases anchoring in reasoning among physicians. Organizational Behavior and Human Decision Processes, 72, 117–35.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226.
Frijda, N. H. (1988). The laws of emotion. American Psychologist, 43, 349–358.
George, J. M. (1991). State or trait: effects of positive mood on prosocial behaviors at work. Journal of Applied Psychology, 76, 299–307.
George, J., & Zhou, J. (2002). Understanding when bad moods foster creativity and good ones don`t: The role of context and clarity of feelings. Journal of Applied Psychology, 87(4), 687-697.
Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. The Academy of Management Review, 17(2), 183-211.
Isen, A. M. (1999). Positive affect and creativity. In S. Russ (Ed.), Affect, Creative Experience, and Psychological Adjustment ( pp. 3–17). Philadelphia: Bruner/Mazel.
Judge, T. A., & Ferris, G. R. (1993). Social context of performance evaluation decisions. Academy of Management Journal, 36(1), 80-105.
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Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.
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描述 碩士
國立政治大學
心理學研究所
97752014
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097752014
資料類型 thesis
dc.contributor.advisor 陳彰儀zh_TW
dc.contributor.author (Authors) 蕭佳佩zh_TW
dc.creator (作者) 蕭佳佩zh_TW
dc.date (日期) 2009en_US
dc.date.accessioned 3-Sep-2013 13:27:44 (UTC+8)-
dc.date.available 3-Sep-2013 13:27:44 (UTC+8)-
dc.date.issued (上傳時間) 3-Sep-2013 13:27:44 (UTC+8)-
dc.identifier (Other Identifiers) G0097752014en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59705-
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) 97752014zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 本研究探討訓練情境中的情緒激發與知覺訓練難度對訓練成效之影響。本研究使用實驗法，採3（情緒激發：正向、負向、無激發）×2（知覺訓練難度：簡單與困難）完全受試者間設計，依變項為受訓者的自我效能、學習動機、訓練有用性與訓練學習結果。受試者為國立政治大學的127名大學生，受試者隨機分派到六種實驗情境之一，在實驗室中依序進行情緒激發作業、訓練作業，最後填寫研究問卷。本研究以變異數分析（ANOVA）與共變數分析（ANCOVA）（控制性別之影響）來檢驗情緒激發與知覺訓練難度對各依變項之影響。研究結果顯示情緒激發與知覺訓練難度之交互作用會影響受訓者的自我效能與學習動機。最後，本研究針對研究結果進行討論、並對研究限制、未來研究方向、理論與實務意涵加以闡述。zh_TW
dc.description.abstract (摘要) This study focuses on the effect of emotional arousal and perceived training difficulty on training outcomes. A 3 (emotional arousal: positive, negative, control) x 2 (perceived training difficulty: easy, difficult) between-subject experimental design is used. The dependent variables are trainees’ self-efficacy, motivation to learn, utility judgment and learning outcome. Subjects (N=127) were randomly assigned to one of the six experimental situations and completed the emotional arousal task, training task, and research questionnaire in order. The researcher uses ANOVA and ANCOVA (controlling the gender effect) to examine the influence of emotional arousal and perceived training difficulty on each dependent variable separately. The results of the present study indicate that trainees’ self-efficacy and motivation to learn can be influenced by the interaction of emotion arousal and perceived training difficulty. At last, the results, limitation, further research directions and implications are discussed.en_US
dc.description.tableofcontents 第一章 研究動機與目的 1
第二章 文獻探討 5
第一節 情緒相關研究 5
第二節 訓練成效評估指標 7
第三節 情緒激發、知覺訓練難度與訓練成效之關係 9
第四節 研究架構與假設 16
第三章 研究方法 18
第一節 預試 18
第二節 研究對象 20
第三節 實驗設計與程序 22
第四節 測量變項 26
第五節 操弄檢核 28
第四章 研究結果 30
第一節 量表信度分析與操弄檢核 30
第二節 相關分析 33
第三節 研究假設驗證 35
第五章 討論與建議 45
第一節 研究結果討論 45
第二節 研究限制、建議及未來研究方向 50
第三節 研究貢獻與實務意涵 55
參考文獻 60
中文部份 60
英文部分 60
附錄一 情緒激發作業 66
附錄二 情緒評估量表 70
附錄三 訓練手冊指導語 72
附錄四 「嘸蝦米中文輸入法」訓練軟體介面 75
附錄五 訓練測驗試題 77
附錄六 研究問卷 79
表次
表 1 有效樣本人口變項摘要表 21
表 2 各實驗情境中的人數分佈 21
表 3 各量表信度 30
表 4 各情緒激發情境正、負向情緒分數t考驗統計結果摘要表 31
表 5 各實驗情境之正、負向情緒分數描述統計 32
表 6 不同情緒激發情境簡單與困難組知覺難度分數t考驗統計結果摘要表 33
表 7 各變項之相關矩陣表 34
表 8 情緒激發與知覺訓練難度對自我效能之ANOVA表 36
表 9 六種實驗情境之自我效能平均數與標準差 36
表 10 情緒激發與知覺訓練難度對學習動機之ANCOVA與ANOVA表 38
表 11 六種實驗情境之學習動機平均數與標準差 39
表 12 情緒激發與知覺訓練難度對訓練有用性之ANCOVA與ANOVA表 40
表 13 六種實驗情境之訓練有用性平均數與標準差 41
表 14 情緒激發與知覺訓練難度對訓練學習結果之ANOVA表 42
表 15 六種實驗情境之訓練學習結果平均數與標準差 42
表 16 研究結果摘要表 44

圖次
圖 1 研究架構圖 17
圖 2 實驗室位置示意圖 24
圖 3 實驗流程圖 25
圖 4 情緒激發與知覺訓練難度對自我效能之交互作用圖（全體樣本） 37
圖 5 情緒激發與知覺訓練難度對自我效能之交互作用圖（女性樣本） 37
圖 6 情緒激發與知覺訓練難度對學習動機之交互作用圖（全體樣本） 39
圖 7 情緒激發與知覺訓練難度對訓練學習結果之交互作用圖（以女性為樣本） 43		zh_TW
dc.format.extent 860172 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0097752014en_US
dc.subject (關鍵詞) 情緒激發zh_TW
dc.subject (關鍵詞) 知覺訓練難度zh_TW
dc.subject (關鍵詞) 自我效能zh_TW
dc.subject (關鍵詞) 學習動機zh_TW
dc.subject (關鍵詞) 訓練有用性zh_TW
dc.subject (關鍵詞) 訓練學習結果zh_TW
dc.subject (關鍵詞) emotional arousalen_US
dc.subject (關鍵詞) perceived training difficultyen_US
dc.subject (關鍵詞) self-efficacyen_US
dc.subject (關鍵詞) motivation to learnen_US
dc.subject (關鍵詞) utility judgmenten_US
dc.subject (關鍵詞) learning outcomeen_US
dc.title (題名) 情緒激發對訓練成效之影響：知覺訓練難度的調節效果zh_TW
dc.title (題名) The influences of emotional arousal on training outcomes: The moderating effects of perceived training difficultyen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 中文部份
吳明隆 （2007）。SPSS操作與應用—問卷統計分析實務。台北市：五南
行政院經濟建設委員 （2003）。因應知識經濟時代強化人力資本角色之研究。
張曉文 （2003）。組織情境因素對員工訓練學習暨遷移動機影響之探討，未出版碩士論文，國立中央大學，中壢市。
黃郁雯 （2003）。電腦自我效能、電腦經驗及他人支持三者與電腦態度及電腦焦慮之關係，未出版碩士論文，國立政治大學，台北市。　
趙小瑩、王文中、葉寶專（2007）。正負向情感及身體激起量表之發展與試題反應分析：焦慮症與憂鬱症三角模式的再探討。測驗學刊，54(1)，223-257，
簡貞玉 （譯）（2007）。員工訓練與能力發展（Noe , R. A., 2004）。台北市：麥格羅希爾
英文部分
Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451-474.
Alliger, G., & Janak, E. (1989). Kirkpatrick`s levels of training criteria: Thirty years later. Personnel Psychology, 42(3), 331-342.
Alliger, G. M., Tannenbaum, S. I., Bennett, W. Jr., Traver, H., & Shotland, A. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50, 341–358.
American Society for Training and Development. (2009). The 2009 State of Industry Report. Retrieved March, 23, 2010, from American Society for Training and Development website: http://www.astd.org/content/research/researchReports/
Arthur, W. Jr., Bennett, W. Jr., Edens, P. S., & Bell S. T. (2003). Effectiveness of Training in Organizations: A Meta-Analysis of Design and Evaluation Features. Journal of Applied Psychology, 88(2), 234-245.
Baldwin, T. T., & Ford, J. K. (l988). Transfer of training: A review and directions for future research. Personnel Psychology, 41 (1), 63-106.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729-735.
Baron, R., & Kenny, D. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Brief, A. P., Butcher, A. H., & Roberson, L. (1995). Cookies, disposition, and job attitudes: The effects of positive mood-inducing events and negative affectivity on job satisfaction in a field experiment. Organizational Behavior and Human Decision Processes, 62(1), 55-62.
Brief, A. P., & Weiss, H. M. (2002), Organizational Behavior: Affect in the Work Place. Annual Review of Psychology, 53, 279-307.
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