| dc.contributor | 傳播學院 | en_US |
| dc.creator (作者) | Liang, Chao-Yun ; Chen, Sheng-Chih ; Huang, Ying-Hsiu | en_US |
| dc.creator (作者) | 陳聖智 | zh_TW |
| dc.date (日期) | 2012.1 | en_US |
| dc.date.accessioned | 20-Mar-2014 18:11:29 (UTC+8) | - |
| dc.date.available | 20-Mar-2014 18:11:29 (UTC+8) | - |
| dc.date.issued (上傳時間) | 20-Mar-2014 18:11:29 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/64782 | - |
| dc.description.abstract (摘要) | 本研究旨在探討，何種學習環境與個人心理變項能促發大學生的想像，以及這些變項的影響效果。研究結果顯示，人類想像可分為九個能力指標，影響想像的學習環境有四個變項，影響想像的個人心理有六個變項。本研究假設「生產性認知」可做為學習環境與個人心理預測大學生想像的中介變項，此一假設獲得統計分析的部份支持。本研究所建立的結構方程模型顯示：學習環境之「組織措施」，以及個人心理之「做中悟」和「內在動機」，透過「生產性認知」的中介，均會對大學生想像產生顯著的間接效果。 | en_US |
| dc.description.abstract (摘要) | This study aims to explore what environmental and psychological variables influence the imagination of university students, and the effects of these variables had on imagination. The results of our study supported that the imagination consists of nine capabilities; environmental influences on imagination are composed of four variables; and psychological influences on imagination comprise six variables. The hypothesis of the present study that generative cognition mediates the effects of the other variables on imagination was partially supported. The structural model also showed that the variables of inspiration through action, intrinsic motivation, and organizational measure have significant, indirect effects on imagination. | en_US |
| dc.format.extent | 1899921 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.relation (關聯) | 資訊傳播研究, 3(1), 93-115 | en_US |
| dc.subject (關鍵詞) | 中介效果 ; 個人心理 ; 想像力 ; 學習環境 | en_US |
| dc.subject (關鍵詞) | Mediating effects ; Individual psychology ; Imagination ; Learning environments | en_US |
| dc.title (題名) | Awaken imagination: Effects of learning environment and individual psychology | en_US |
| dc.title.alternative (其他題名) | 喚動想像：學習環境與個人心理的效果 | en_US |
| dc.type (資料類型) | article | en |
