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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 簡睿哲 | zh_TW |
| dc.contributor.advisor | Bryan Jean | en |
| dc.contributor.author | Alice Pittera | zh_TW |
| dc.contributor.author | Alice Pittera | en |
| dc.date.accessioned | 2025-08-14T16:17:33Z | - |
| dc.date.available | 2025-08-15 | - |
| dc.date.copyright | 2025-08-14 | - |
| dc.date.issued | 2025 | - |
| dc.date.submitted | 2025-07-30 | - |
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/98483 | - |
| dc.description.abstract | 本論文探討情緒智力（Emotional Intelligence, EI）如何受到文化背景的影響，以及其對職業經歷的影響，例如生活滿意度、人際關係和領導潛力的認知。研究聚焦於兩種截然不同的文化背景—法國與台灣，旨在探討情緒特質在不同文化中的表現、價值觀及理解方式。本研究的核心問題包括：情緒智力在這兩個文化群體中有何差異？個體是否認為情緒智力可以透過學習獲得？這些信念又如何影響其職涯發展與幸福感？
本研究透過結構化、自填式的線上問卷調查了 100 位受試者（每國各 50 位）。分析方法包括描述性與推論性統計，例如獨立樣本t檢定及皮爾森相關係數，用以比較不同文化背景下的情緒智力特質，並分析其與個人對成功與滿意度的主觀評估之間的關係。研究結果顯示，儘管兩組受試者皆高度重視情緒智力，其表現方式卻有所不同：法國受試者在自我覺察與同理心方面得分較高，而台灣受試者則較重視情緒調節與成長動機。 一項關鍵發現是，96% 的受試者從未接受過正式的情緒智力教育，然而有 80% 的人相信情緒智力可以透過經驗培養，進一步強化了「情緒智力非天生，而是可學習」的觀點。討論部分指出，採用具文化敏感度的情緒智力發展策略，有助於提升跨文化環境中的溝通、合作與領導效能。本研究的實務意涵包括：情緒教育應具備文化脈絡意識，並應將情緒智力訓練納入學術與職涯發展體系中。 | zh_TW |
| dc.description.abstract | This thesis explores how Emotional Intelligence (EI) is shaped by cultural background and how it influences professional experiences such as life satisfaction, interpersonal relationships, and perceived leadership potential. The research focuses on two distinct cultural contexts—France and Taiwan—to examine how emotional traits are expressed, valued, and understood across cultures. The central research questions address how EI varies between these two cultural groups, whether individuals believe it can be learned, and how these beliefs affect outcomes in career and well-being. The study surveyed 100 participants (n = 50 per country) through a structured, self-administered online questionnaire. Descriptive and inferential statistical methods were used, including t-tests and Pearson’s correlation coefficients, to analyze cultural differences in EI traits, and their relationships with perceived success and satisfaction. Results showed that while both groups value Emotional Intelligence, their expressions differ: French participants scored higher in self-awareness and empathy, while Taiwanese participants emphasized emotional regulation and motivation for growth. A key finding was that 96% of respondents had never received formal EI education, yet 80% believed it could be developed through experience, reinforcing the idea that EI is not innate but learnable. The discussion highlights how culturally sensitive approaches to EI development can enhance communication, collaboration, and leadership in diverse environments. Implications include the need for context-aware emotional education and the integration of EI training into both academic and professional development frameworks. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2025-08-14T16:17:33Z No. of bitstreams: 0 | en |
| dc.description.provenance | Made available in DSpace on 2025-08-14T16:17:33Z (GMT). No. of bitstreams: 0 | en |
| dc.description.tableofcontents | Acknowledgment i
Abstract ii 中文摘要 iii Table of Contents iv List of Tables and Figures vi List of Abbreviations vii Chapter 1: Introduction 1 Section 1: Background of the Study 1 Section 2: Motivation and Purpose of the study 3 Section 3: Literature Gaps and Study Contribution 6 Chapter 2: Literature Review 9 Section 1: Theoretical Framework of Emotional Intelligence 9 Section 2: Emotional Intelligence and Success 12 Section 3: Emotional Intelligence and Life Satisfaction 16 Section 4: Emotional Intelligence and Human Development 19 Chapter 3: Conceptual Model and Research Questions Development 23 Section 1: Cultural Influence on Emotional Intelligence – RQ1 24 Section 2: Cultural Variations in EI Outcomes – RQ2 26 Section 3: Lack of Formal EI Education – RQ3 28 Section 4: EI as a Learnable Skill – RQ4 30 Chapter 4: Method 32 Section 1: Data Collection and Preparation 32 Section 2: Data Analysis Techniques 37 Chapter 5: Results 40 Section 1: Emotional Intelligence and Life Outcomes 40 Section 2: Cultural and Demographic Influences on EI 49 Section 3: Emotional Intelligence and Leadership Perception 54 Chapter 6: Discussion 58 Section 1: Overview and Interpretation of Key Findings 58 Section 2: Implications for Practice and Research 65 Section 3: Study Limitations 69 Chapter 7: Conclusion and Recommendations 73 Section 1: Conclusion 73 Section 2: Recommendations for follow-up Research 75 References 77 Appendix: Full Survey 83 | - |
| dc.language.iso | en | - |
| dc.subject | 情緒智力 | zh_TW |
| dc.subject | 文化差異 | zh_TW |
| dc.subject | 領導力 | zh_TW |
| dc.subject | 職涯成功 | zh_TW |
| dc.subject | 生活滿意度 | zh_TW |
| dc.subject | 跨文化心理學 | zh_TW |
| dc.subject | Leadership | en |
| dc.subject | Emotional Intelligence | en |
| dc.subject | Cultural Differences | en |
| dc.subject | Cross-Cultural Psychology | en |
| dc.subject | Life Satisfaction | en |
| dc.subject | Career success | en |
| dc.title | 文化視角下的情商：法國與台灣職業成功與生活滿足感研究 | zh_TW |
| dc.title | Cultural Perspectives on Emotional Intelligence: A Study of Career Success and Life Fulfillment in France and Taiwan | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 113-2 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 堯里昂;陳家麟 | zh_TW |
| dc.contributor.oralexamcommittee | Leon van Jaarsveldt;Chialin Chen | en |
| dc.subject.keyword | 情緒智力,文化差異,領導力,職涯成功,生活滿意度,跨文化心理學, | zh_TW |
| dc.subject.keyword | Emotional Intelligence,Cultural Differences,Leadership,Career success,Life Satisfaction,Cross-Cultural Psychology, | en |
| dc.relation.page | 88 | - |
| dc.identifier.doi | 10.6342/NTU202501960 | - |
| dc.rights.note | 同意授權(全球公開) | - |
| dc.date.accepted | 2025-08-01 | - |
| dc.contributor.author-college | 管理學院 | - |
| dc.contributor.author-dept | 企業管理碩士專班 | - |
| dc.date.embargo-lift | 2025-08-15 | - |
| 顯示於系所單位： | 管理學院企業管理專班(Global MBA) | |
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