Browsing by Author "Yu-Ling Hsu"

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    Psychological and Environmental Predictors of Student Imagination: The Mediating Role of Generative Cognition
    (國立臺灣師範大學科技應用與人力資源發展學系, 2012-06-??) Yu-Ling Hsu
    This study aimed to explore what psychological and environmental influences stimulated imagination in education major university students. In addition, it was assessed to what degree these influences had on student imagination. The participants in this study were two groups of students from eight education programs. Sample one (n = 402) served as the calibration sample for testing the most appropriate structures of imaginative capability scale and psychological/environmental influence scales, using exploratory factor analysis. Sample two (n = 380) served as the validation sample using confirmatory factor analysis for validating the factor structure from sample one, and establishing the predictive model. The results of this study supported that imagination consists of nine capabilities, namely crystallization, effectiveness, elaboration, exploration, intuition, novelty, productivity, transformation, and sensibility. The psychological influences regarding imagination stimulation were comprised of six factors, namely: intrinsic motivation, self-efficacy, inspiration through action, stress, emotion, and generative cognition. The environmental influences of imagination-stimulation were composed of four factors, namely: social climate, organizational measure, physical component, and human aggregate. The hypothesis of the study that generative cognition plays a mediating role on imagination-stimulation was partially supported. The structural model also showed that variables of intrinsic motivation, emotion, self-efficacy, and organizational measure have significant, indirect effects on imagination.
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    教師學習團體發展與運作歷程的紮根分析暨教師學習團體回饋系統之建構
    (2005) 許育齡; Yu-Ling Hsu
    教師學習團體的運作，是啟動校內專業自生力量的重要途徑，然在教育現象場實踐的過程，團體的發展往往面臨相當多的困境與衝突，究竟在教師學習團體互動的層面發生了什麼？什麼樣的知識可以解釋這樣的現象？教師學習團體的回饋系統，需如何介入才能轉化這些困境和瓶頸？ 所以，「教師學習團體發展與運作歷程的整合分析」，為本研究的首要目的；同時，建構教師學習團體回饋系統，為本研究第二個主要目的。本研究分兩個研究達成上述的研究目的。 在第一個研究，「教師學習團體發展與運作歷程的整合分析」當中，採紮根理論分析來自四個不同類型的團體資料，經由微觀分析、開放編碼與主軸編碼等歷程，整合出「教師學習團體發展與運作歷程」的迷你概念架構，此迷你概念架構提供教師學習團體三個面向的團體訊息，包括「團體討論內容／結構」的面向、「團體成員互動／行動」的面向，以及「教師學習團體隱喻／動力系統的面向」。 在第二個研究，「教師學習團體回饋系統之建構」當中，採用行動科學取向的介入方法，研究者介入團體中提供回饋，並經由實踐，發展出「教師學習團體回饋系統」。這個系統包括兩個面向的回饋，分別是「行動科學取向」的回饋以及「教師學習團體發展與運作知識」的回饋。「行動科學取向」的回饋，在協助團體成員有效縮短所知所行的落差；「教師學習團體發展與運作知識」的回饋則在協助團體成員提升知的品質、行的覺察以及觀察團體動力的視野，以提升行動者在團體中的行動品質。 關鍵字：教師學習團體、教師學習團體回饋系統、紮根理論、行動科學