請用此 Handle URI 來引用此文件：
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/64858完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 鄭伯壎 | |
| dc.contributor.author | Yi-Chun Kuo | en |
| dc.contributor.author | 郭逸君 | zh_TW |
| dc.date.accessioned | 2021-06-16T23:02:41Z | - |
| dc.date.available | 2017-08-10 | |
| dc.date.copyright | 2012-08-10 | |
| dc.date.issued | 2012 | |
| dc.date.submitted | 2012-08-07 | |
| dc.identifier.citation | 王安智（2004 )。「從轉型式領導到創造性績效產出的心理歷程。」（未發表之碩
士論文）。台北：國立台灣大學心理學研究所。 林碧芳、邱皓政（2004）。「中小學教師創意教學的自我效能感— 從概念到評鑑工具的發展」。九十二學年度師範學院教師學術論文發表會發表之論文。台南：國立台南師範學院。 邱皓政、陳燕禎、林碧芳 (2009)。組織創新氣氛量表的發展與信效度衡鑑。「測 驗學刊」，56，69-97. 洪素蘋、林珊如（2004）。「Whatever you say, I can do it ─學生創意自我效能量表之編製」。第二屆創新與創造力研討會發表之論文。台北市：政治大學創新與創造力研究中心。 程炳林（2002）。多重目標導向、動機問題與調整策略之交互作用。「師大學 報」，47，39-58。 黃家齊、黃荷婷 (2006)，團隊成員目標導向對於自我與集體效能及創新之影響： 一個多層次研究。「管理學報」，23，327-346。 蔡啟通（1997）。「組織因素、組織成員整體創造性與組織創新之因素。」(未發表之博士論文）。台北：國立台灣大學商學研究所。 蔡啟通、高泉豐（2004）。動機取向、組織創新氣候與員工創新行為之關係：Amabile 動機綜效模型之驗證。「管理學報」，21，71-59。 蔡啟通、黃國隆、高泉豐（2001）。組織因素、組織成員整體創造性與組織創新之關係。「管理學報」，18，527-566。 Aiken, L. S. and West, S. G. (1991). Multiple regression: Testing and interpreting Interactions. Newbury Park, CA: Sage. Amabile, T. M. (1988). A model of creativity and innovation in organizations. In B. M. Staw, & L. L. Cummings (Eds.), Research in Organizational Behavior (pp. 123-167. Greenwich, CT : JAI Press. Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview press. Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing the work environment for creativity. Academy of Management Journal, 39,1154-1184. Amabile, T. M., Goldlarb, P., & Brackfield, S. C. (1990). Social influences on creativity: Evaluation, coaction, and surveillance. Creativity Research Journal, 3, 6-21. Amabile, T. M., & Gryskiewicz, S. S. (1987). Creativity in the R & D laboratory. Greensboro, NC: Center for Creative Leadership. Ames, C., & Archer, J.(1988). Achievement goals in the classroom: Student’s learning strategies and motivational processes. Journal of Educational Psychology, 80, 260- 267. Argyris, C. (1958). Personality and organization. New York: Harper. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37,122-147. Bandura. A. (1997). Self-eefficacy: The exercise of contrl. New York : Freeman. Bandura, A. (1986). Social foundations of thought and action. NJ: Prentice Hall. Basadur, M., Graen, G. B., & Green, S. G. (1982). Training in creative problem solving: Effects on ideation and problem finding and solving in an industrial research organization. Organizational Behavior and Human Performance, 30, 41-70. Barron, F. B., & Harrington, D. M. (1981). Creativity, intelligence, and personality. Annual Review of Psychology, 32, 439-476. Bell, B. S., & Kozlowski, S. W. J. (2002). Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge. Journal of Applied Psychology, 87, 497-505. Benjamin, L., & Flynn, F. J. (2006). Leadership style and regulatory mode: Value from fit? Organizational Behavior and Human Decision Processes, 100, 216–230. Bong, M. (2002). Predictive utility of subject-, task-, and problem-specific self-efficacy judgments for immediate and delayed academic performances. The Journal of Experimental Education, 70, 133-162. Brett, J. F., & VandeWalle, D. (1999). Goal orientation and goal content as predictors of performance in a training program. Journal of Applied Psychology, 84, 863-873. Button, S. B., Mathieu, J. E., & Zajac, D. M.(1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67, 26-48. Carver, C. S., & Scheler, M. F. (1981). Attention and self-regulation: A control theory approach to human behavior. New York: Springer-Verlag. Denison, D. R. (1996). What is the difference between organizational culture and organiza-tional climate? A native’s point of view on a decade of paradigm war’s. Academy of Management Review, 21, 619-654. DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90, 1096-1127. Drazin, R., Glynn, M. A., & Kazanjian, R. K. (1999). Multilevel theorizing about creativity in organizations: A sensemaking perspective. Academy of Management Review, 24, 26-307. Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in school work and sport. Journal of Educational Psychology, 84, 290-299. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. Dweck, C. S., & Leggett, E. L.(1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273. Edwards, J. R., & Lambert, L. S. (2007). Methods for integrating moderation and mediation: A general analytical framework using moderated path analysis. Psychological Methods, 12, 1-22 Ekvall, G. (1983). Climate, structure, and innovativeness in organizations: A theoretical framework and an experiment (Report 1). Stockholm: The Swedish Council for Management and Organizational Behavior. Elliot, A. J., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232. Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12. Elliot, A.J., & Harackiewicz, J.M.(1994). Goal setting, achievement orientation, and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 66, 968–980. Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 416-475. Elliot, A. J., & McGregor, H. A.(2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. Fisher, S. L., & Ford, J. K. (1998). Different effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51, 397-420. Forehand, G. A., & Gillmer, B. V. H. (1964). Environmental variation in studies of organ-izational behavior. Psychological Bulletin, 62, 228-240. Ford, C. M. (1996). A theory of individual creative action in multiple social domains. Academy of Management Review, 21, 1112-1142. Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E., (1998). Relationships of goal orientation meta-cognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83, 218-233. Franken, R. E., & Brown, D. J. (1995). Why do people like competition? The motivation for winning, putting forth effort, improving one’s performance, performing well, being instrumental, and expressing forceful/aggressive behavior. Personality & Individual Differences, 19, 175–184. Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandh.. New York: Basic Books. Geen, R. G. (1995). Human motivation: A social psychological approach. Belmont, CA: Cole. Gist, M. E., & Mitchell, T. R.（1992）. Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 17, 183-211. George, J. M. & Zhou, J. (2001). When openness to experience and conscientiousness are related to creative behavior: An interactional approach. Journal of Applied Psychology, 86, 513-524. George, J. M., & 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, 687-697. Getzels, J. W. & Jackson, P. W.（1963）. Creativity and intelligence: Explorations with gifted students. New York：The University of Chicago. Gong, Y. P., Huang, J. C., & Farh, J. L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of Management Journal, 52, 765-778. Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454. Harackiewicz, J. M., Barron, K., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645. Hayes, J. R. (1989). Cognitive processes in creativity. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.),Handbook of creativity (pp.135–145). New York: Plenum. Hertenstein, E.J. (2001). Goal orientation and practice condition as predictors of training results. Human Resource Development Quarterly,12, 403–419. Hirst, G., van Knippenberg, D., & Zhou, J. (2009). A cross-level perspective on employee creativity: Goal orientation, team learning behavior, and individual creativity. Academy of Management Journal, 52, 280-293. Hocevar, D., & Bachelor, P. (1989). A taxonomy and critique of measurements used in the study of creativity. In J. A. Glover, R. R. Ronning. & C. R. Reynolds (Eds.). Handbook of creativity (pp.53-75). New York: Plenum Press. Hofmann, D. A., & Strickland, O. L.(1995). Task performance and satisfaction: Evidence for a task- by ego-orientation interaction. Journal of Applied Social Psychology, 25, 495–511. Hunter, S. T., Bedell, K. E., & Mumford, M. D. (2007). Climate for creativity: A quantitative review. Creativity Research Journal, 19, 69-90. Isaksen, S. G., Lauer, K. J., & Ekvall, G. (1999). Situational outlook questionnaire: A measure of the climate for creativity and change. Psychological Review, 85, 665-674. Kanfer, R. (1990). Motivation theory and industrial/organizational psychology. In M. D. Dunnette (Ed.). Handbook of industrial and organizational psychology (pp.75-170). Palo Alto, CA: Consulting Psychologist Press. Karabenick, S. A., & Collins-Eaglin, J. (1997). Relation of perceived instructional goals and incentives to college students’ use of learning strategies. Journal of Experimental Education, 65, 331-341. Kraiger, K., Ford, J. K., & Salas, E.,(1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78, 311-328. Kruglanski, A. W., Thompson, E. P., Higgins, E. T., Atash, M. N., Pierro, A., Shah, J. Y., & Spiegel, S. (2000). To “do the right thing” or “just do it”: Locomotion and assessment as distinct self-regulatory imperatives. Journal of Personality and Social Psychology, 79, 793–815. Lee, F. K., Sheldon, K. M., & Turban, D. B. (2003). Personality and the goal-striving process: The influence of achievement goal patterns, goal level, and mental focus on performance and enjoyment. Journal of Applied Psychology ,88, 256–265. Lewin, K. Lippitt, R., & White, R. K. (1939). Patterns of aggressive behavior in experi-mentally created social climates. Journal of Social Psychology, 10, 271-299. Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To Parcel or not to parcel: Exploringthe question, weighing the merits. Structural Equation Modeling, 9, 151-173. London, M., & Smither, J. W. (1999). Empowered self-development and continuous learning. Human Resource Management, 38, 3-15. Madjar, N., Oldham, G. R., & Pratt, M. G. (2002). There's no place like home? The contributions of work and nonwork creativity support to employees' creative performance. Academy of Management Journal, 45, 757-767. Mangos, P.M.,& Steele-Johnson, D. (2001). The role of subjective task complexity in goal orientation, self-efficacy, and performance relations. Human Performance, 14, 169–186. Morgan, G. (1991). Images of organization. Beverly Hills, CA: Sage. Nicholls, J. G., Patashnick, M., & Nolen, S. B.(1985). Adolescents' theories of education. Journal of Educational Psychology, 77, 683-692. Nicholls, J. G.(1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press. Oldham,G. R., & Cummings, A. (1996). Employee creativity: Personal and contextual factors at work. Academy of Management Journal, 39, 607-634. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds), Handbook of self-regulation (pp.451-502). San Diego, CA: Academic Press. Philips, J. M., & Gully, S. M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self –efficacy and goal-setting process. Journal of Applied Psychology, 82, 792-802. Porter, G., & Tansky, J.W.(1996). Learning orientation of employees: Moving toward organization-based assessment. Human Resource Development Quarterly, 7, 165-178. Porter, G., & Tansky, J.W.(1999). Expatriate success may depend on a “ learning orientation” : Considerations for selection and training. Human Resource Management, 38, 47-60. Redmond, M. R, Mumford, M. D., & Teach, R. (1993). Putting creativity in work: Effects of leader behavior on subordinate creativity. Organizational Behavior and Human Decision Processes, 55, 120–151. Rickards, T.,& Moger, S. T. (1999). Handbook for creative team leaders. Aldershot, Hants: Gower. Roberson, L., & Alsua, C.J.(2002). Moderating effects of goal orientation on the negative consequences of gender-based preferential selection. Organizational Behavior and Human Decision Process, 87, 103-135. Sartorius, N., & Kuyken, W. (1994). Translation of health status instruments. In J. Orley & W. Kuyken (Eds.), Quality of life assessment: International perspectives (pp.3-17). New York: Springer-Verlag. Schneider, B. (1975). Organizational climates: An essay. Personnel Psychology, 28, 447-479. Schneider, B. (1990). Organizational climate and culture. San Francisco, CA: Jossey-Bass. Schwarz, N., & Clore, G. L. (1983). Mood, misattribution, and judgments of well-being: Informative and directive functions of affective states. Journal of Personality and Social Psychology, 45, 513-523. Shalley, C. E., Zhou, J., & Oldham, G. R. (2004). The effects of personal and contextual characteristics on creativity: Where should we go from here? Journal of Management, 30, 933-958. Simon, H. (1967). Motivational and emotional controls of cognition. Psychological Review, 74, 29-39. Steele-Johnson, D., Beauregard, R. S., Hoover, P. B., & Schmidt, A. M.(2000). Goal orientation and task demand effects on motivation, affect, and performance. Journal of Applied Psychology, 85, 724-738. Tierney, P., Farmer, S. M., & Grean, G. B. (1999). An examination of leadership and employee creativity: The relevance of traits and relationships. Personnel Psychology, 52, 591-620. Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137-1148. Torrance, E. P. (1974). Torrence tests of creative thinking: Norms-technical manual. Lexington, MA: Ginn. Towler, A. J., & Dipboye, R. L. (2001). Effects of trainer expressiveness, organization, and trainee goal orientation on training outcomes. Journal of Applied Psychology, 86, 664-673. Urdan, T. C. (1997). Achievement goal theory: Past results, future directions. Advance in Motivation and Achievement, 10, 99-14. VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Education and Psychological Measurement, 57, 995-1015. VandeWalle, D., Brown, S. P., Cron, W. L., & Slocum,J. W. (1999). The influence of goal orientation and self-regulation tactics on sales performance: A longitudinal field test. Journal of Applied Psychology, 84, 249–259. Williams, L. J., & Anderson, S. E. (1994). An alternative approach to method effects by using latent-variable models: Applications in organizational behavior research. Journal of Applied Psychology, 79, 323-331. Wood, R., & Bandura, A.(1989). Impact of conceptions of ability on self- regulatory mechanisms and complex decision making. Journal of Personality and Social Psychology, 56, 407-415. Woodman, R. W., Sawyer, J. E., & Griffin, R. W. (1993). Toward a theory of organizational creativity. Academy of Management Review, 18, 193-321. Woodman, R. W., Schoenfeldt, L. F. (1989). Individual differences in creativity: An interactionist perspective. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Handbook of creativity (pp.77-92). NY: Plenum. Woodman, R. W., & Schoenieldt L. F. (1990). An interactionist model of creative behavior. Journal of Creative Behavior, 24, 279-290. | |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/64858 | - |
| dc.description.abstract | 在快速變遷的現代環境中，組織成員的創造性績效日益受重視。過往關於創造力的研究指出學習行為和創造表現有關聯。探討學習行為的目標導向能預測創造性績效，但其間的心理機制尚未明朗，而情境因子對創造歷程的作用也有待深究。基於以上研究缺口，本研究以台灣為研究背景，藉由408對的部屬與主管對偶問卷樣本，深入探討組織成員的目標導向如何透過創造性自我效能影響創造性績效。研究結果顯示，學習目標導向與趨向表現目標導向，皆會透過創造性自我效能對創造性績效產生正向的間接效果，而逃避表現目標導向則否。此外，經由調節式中介模型的分析，亦發現組織創新氣候知覺對趨向表現目標導向與創造性自我效能的關係、創造自我效能與創造性績效的關係均有調節效果。最後，本文針對研究結果進行探討，並對理論貢獻、管理實務意涵、研究限制及未來研究方向加以闡述。 | zh_TW |
| dc.description.abstract | In the modern society, the creative performance of organizational members is increasingly valued. Research on creativity pointed out that goal orientation theory focusing on the learning behavior can predict the creative performance. But, the underlying psychological mechanism is unclear. Moreover, how the situational factors enacted on the creative process needs to be explored. Therefore, this current study collected data from 408 supervisor-subordinate dyads in Taiwan and explored how goal orientation influences the creative performance via the creative self-efficacy. The results showed that both learning goal orientation and approach performance goal orientation positively and indirectly affected the creative performance through the creative self-efficacy, but avoidance performance goal orientation did not. Additionally, perceived organizational innovative climate moderated not only the relationship between the approach performance goal orientation and creative self-efficacy, but that between creative self-efficacy and creative performance. Finally, related implications of these results for research and practice are discussed. | en |
| dc.description.provenance | Made available in DSpace on 2021-06-16T23:02:41Z (GMT). No. of bitstreams: 1 ntu-101-R96227124-1.pdf: 1230948 bytes, checksum: 73cadcdf1fc990fd577a236e48002808 (MD5) Previous issue date: 2012 | en |
| dc.description.tableofcontents | 第一章 緒論………………………………………………………………………..…1
第二章 文獻探討………………………………………………………………5 第一節 目標導向……………………………………………………………..…5 第二節 創造性績效…………………………………………….…………….…9 第三節 創造性自我效能………………………………………………………13 第四節 目標導向與創造性自我效能…………………………………………15 第五節 目標導向、創造性自我效能及創造性績效…………………………18 第六節 組織創新氣候知覺的調節效果………………………………………22 第三章 研究方法……………………………………………………………………27 第一節 研究樣本………………………………………………………………27 第二節 研究程序………………………………………………………………30 第三節 研究工具………………………………………………………………31 第四節 資料分析………………………………………………………………36 第四章 研究結果……………………………………………………………………40 第一節 測量模式之比較………………………………………………………40 第二節 各研究變項之相關……………………………………………………41 第三節 主要效果之檢驗………………………………………………………45 第四節 間接效果與調節式中介效果之檢驗…………………………………46 第五章 討論與建議…………………………………………………………………51 第一節 結果討論………………………………………………………………51 第二節 理論貢獻與管理實務意涵……………………………………………55 第三節 研究限制………………………………………………………………57 第四節 未來研究方向…………………………………………………………58 參考文獻………………………………………………………………………………60 附錄一 主管他評問卷………………………………………………………………71 附錄二 部屬自評問卷………………………………………………………………77 | |
| dc.language.iso | zh-TW | |
| dc.subject | 創造性績效 | zh_TW |
| dc.subject | 學習目標導向 | zh_TW |
| dc.subject | 逃避表現目標導向 | zh_TW |
| dc.subject | 組織創新氣候知覺 | zh_TW |
| dc.subject | 趨向表現目標導向 | zh_TW |
| dc.subject | 創造性自我效能 | zh_TW |
| dc.subject | creative performance. | en |
| dc.subject | approach performance goal orientation | en |
| dc.subject | avoidance performance goal orientation | en |
| dc.subject | perceived organizational innovative climate | en |
| dc.subject | creative self-efficacy | en |
| dc.subject | learning goal orientation | en |
| dc.title | 員工的目標導向、創造性自我效能及創造性
績效：組織創新氣候知覺的調節效果 | zh_TW |
| dc.title | Employees’ Goal Orientation, Creative Self-Efficacy and Creative Performance: The Moderating Effect of
Perceived Organizational Innovative Climate | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 100-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 郭建志,黃敏萍,吳宗祐 | |
| dc.subject.keyword | 學習目標導向,趨向表現目標導向,逃避表現目標導向,創造性自我效能,創造性績效,組織創新氣候知覺, | zh_TW |
| dc.subject.keyword | learning goal orientation,approach performance goal orientation,avoidance performance goal orientation,perceived organizational innovative climate,creative self-efficacy, creative performance., | en |
| dc.relation.page | 82 | |
| dc.rights.note | 有償授權 | |
| dc.date.accepted | 2012-08-07 | |
| dc.contributor.author-college | 理學院 | zh_TW |
| dc.contributor.author-dept | 心理學研究所 | zh_TW |
| 顯示於系所單位： | 心理學系 | |
文件中的檔案：
| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| ntu-101-1.pdf 未授權公開取用 | 1.2 MB | Adobe PDF |
系統中的文件，除了特別指名其著作權條款之外，均受到著作權保護，並且保留所有的權利。