| DC 欄位 |
值 |
語言 |
| DC.contributor | 資訊管理學系 | zh_TW |
| DC.creator | 林碩芸 | zh_TW |
| DC.creator | Shuo-Iun Lin | en_US |
| dc.date.accessioned | 2014-7-14T07:39:07Z | |
| dc.date.available | 2014-7-14T07:39:07Z | |
| dc.date.issued | 2014 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=101423010 | |
| dc.contributor.department | 資訊管理學系 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 現今為數位學習的時代，利用數位教材來進行教學為學校與社會組織競爭優勢的來源，眾多組織利用獎賞來激勵成員學習知識，但獎賞具有訊息面以及控制面兩種效果，故是否能有效激勵成員學習成效還有待確認。
本研究以大學組織行為課程為實驗環境，探討獎賞方式與個人感知自主性以及感知勝任感的關係，進而探討獎賞方式與兩種基本心理需求是否能有效提升學習成效。
本研究為準實驗研究，探討無獎賞、任務型伴隨獎賞以及績效型伴隨獎賞三種獎賞方式與個人心理需求、學習時間與學習成效的關係，共有72份有效樣本。經過分析後，有以下結果：
1.相較有獎賞週次，無獎賞週次其感知自主性較高。
2.相較無獎賞週次，有獎賞週次其感知勝任感較高。
3.相較無獎賞週次，有獎賞週次其學習時間較多。
4.相較無獎賞週次，有獎賞週次其學習成效較優。
5.相較任務伴隨獎賞週次，績效伴隨獎賞週次其學習成效較優。
6.個人學習時間正向影響其學習成效。
根據上述結果，本研究建議若組織欲增加成員學習知識動機，應以增加組織成員感知自主性以及感知勝任感為主要方式，使其有自發性的內在動機學習，若缺乏內在動機，則建議可採用獎賞機制以鼓勵成員學習，但必須仔細評估且平衡不同獎賞方式對於上述兩種心理需求的影響，因此不同獎賞方式的拿捏與使用極為重要，若組織決定採用獎賞機制，績效型伴隨獎賞為較佳的獎賞方式。
| zh_TW |
| dc.description.abstract | Today is at an era of information explosion. People use information technologies to learn many things by their selves. This study notices the trend and decides to find out the relationships of reward, learning time and learning achievement. In addition, the study explores whether the different ways of reward can effectively influence two basic psychological needs--perceived autonomy and perceived competence.
Quasi-experimental research method is employed in this study. Valid data were collected from 72 students. Several major findings of this study include:
1.Comparing with the reward weeks, participants in the no reward weeks demonstrate higher perceived autonomy.
2.Comparing with the no reward weeks, participants in the reward weeks demonstrate higher perceived competence.
3.Comparing with the no reward weeks, participants in the reward weeks demonstrate higher learning time.
4.Comparing with the no reward weeks, participants in the reward weeks demonstrate higher learning achievement.
5.Comparing with the task-contingent reward week, participants in the performance-contingent reward week demonstrate higher learning achievement.
6.Learning time of participants significantly predict learning achievement of participants.
In order to promote knowledge learning atmosphere in organizations, managers can enhance employees’ perceived autonomy as well as their perceived competence. In addition, reward is an effective mechanism for enhancing employees’ knowledge learning intention. However, the results show that although rewards can improve the perceived competence, it will weaken the perceived autonomy. So, it is crucial to find the balancing point before adopting reward strategy. Comparing with task-contingent reward, performance-contingent reward mechanism can better serve organization on achieving its goal.
| en_US |
| DC.subject | 自我決定理論 | zh_TW |
| DC.subject | 獎賞制度 | zh_TW |
| DC.subject | 學習成效 | zh_TW |
| DC.subject | 感知自主性 | zh_TW |
| DC.subject | 感知勝任感 | zh_TW |
| DC.subject | Self-determination theory | en_US |
| DC.subject | reward | en_US |
| DC.subject | learning achievement | en_US |
| DC.subject | perceived autonomy | en_US |
| DC.subject | perceived competence | en_US |
| DC.title | 獎賞方式對學習成效的影響－以英文字彙學習之準實驗研究 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | The effect of reward on learning achievement–English vocabulary learning of quasi-experimental research | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |