運用心理所有權理論探討大專院校學生的學習能力、滿意度與數位轉型接受意願;Investigating University Students′ Learning Performance, Satisfaction, and Willingness to Embrace Digital Transformation through the Lens of Psychological Ownership Theory

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題名:	運用心理所有權理論探討大專院校學生的學習能力、滿意度與數位轉型接受意願;Investigating University Students′ Learning Performance, Satisfaction, and Willingness to Embrace Digital Transformation through the Lens of Psychological Ownership Theory
作者:	吳明明;Seng, Rye Alyanna Po Ngo
貢獻者:	資訊管理學系
關鍵詞:	心理所有權;校園數位轉型;學習能力;對學校的滿意度;生成式人工智慧;人工智慧;創新風氣;知覺價值;Psychological Ownership;Campus Digital Transformation;Learning Performance;Satisfaction towards School;Generative Artificial Intelligence;Artificial Intelligence;Innovative Culture;Perceived Value
日期:	2025-08-18
上傳時間:	2025-10-17 12:45:47 (UTC+8)
出版者:	國立中央大學
摘要:	在數位轉型風潮席捲各行業的當下，台灣教育業亦開始推動相關校園數位化措施。然而，數位轉型的成功不僅取決於科技與系統的升級，更需倚賴組織相關利害關係人的參與與支持。過去的研究強調了心理所有權對於個體在組織內的態度與行為表現有一定的影響力，當中便包含了對變革的接受意願。然而，研究大多集中在利害關係人中的「員工」，也就是服務提供者這一角色，鮮少探討到同樣身為主要利益相關者的「顧客」，也就是服務接受者的觀點。結合本國政府積極推行校園數位轉型的背景，本研究認為了解服務接受者「學生」對於學校的心理所有權感與伴隨而來的影響將是當前重要的議題。本研究於是聚焦大專院校，使用量化研究與深入訪談兩階段進行探索。結果顯示，學生對學校具有心理所有權感，且心理所有權對學生的學習能力、對學校的滿意度皆有正面的影響。此外，本研究通過教學與招生兩個數位轉型情境，系統性地分析了心理所有權對學生數位轉型接受意願的影響，並探討了知覺價值以及學校創新風氣在這兩個情境中的調節作用。對於如何提升心理所有權，本研究發現，學生擁有的自主權、對學校的理解程度、以及在學校投入的時間心力都能有效提升心理所有權。以上發現不僅豐富了學術界對影響心理所有權因素的理解，為未來研究提供了參考模型和實證數據；學校管理者亦可通過增加學生的自主權、提高學生對學校的理解程度、及鼓勵學生更多地投入學校活動，來提升學生的心理所有權，間接增強學生的學習能力、對學校的滿意度，同時降低校園數位轉型的風險，使其更順利地推進。;As digital transformation sweeps across industries, Taiwan’s education industry is also facing digitalization. However, successful digital transformation requires not only technological upgrades but also the support and participation of stakeholders. Previous research has shown that psychological ownership affects their attitudes and behaviors toward the organization, including their willingness to accept changes. Most studies have focused on "employees" as service providers, with little attention given to "customers," or service recipients. Given the push for campus digital transformation in Taiwan, understanding students′ psychological ownership towards their schools and its effects is crucial. This study focuses on higher education institutions, using both quantitative research and in-depth interviews. The findings show that students do feel psychological ownership towards their schools, which positively impacts their academic performance and satisfaction with the institution. To enhance psychological ownership, this study identifies three key factors: student autonomy, understanding towards the school, and the amount of time and effort students have invested in the school. Additionally, the study examines how psychological ownership affects students′ willingness to accept digital transformation in teaching and admissions scenarios. It also looks at the roles of perceived value and the school′s innovative culture. These findings not only deepen our understanding of what influences psychological ownership, but also provide valuable data for future research. For school administrators, by increasing students′ autonomy, improving their understanding of the school, and encouraging more involvement in school activities can enhance students’ psychological ownership. This, in turn, can help improve students’ academic performance and satisfaction, while making digital transformation efforts more successful by reducing resistance and ensuring smoother implementation.
顯示於類別:	[資訊管理研究所] 博碩士論文

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