期刊目錄列表 - 64卷(2019) - 【教育科學研究期刊】64(2)六月刊
Directory
僑生與本地生的目標設定、全心學習、意志力及巔峰幸福之模型建構和其差異比較
作者:玄奘大學應用心理學系陳柏霖、國立政治大學教育學系余民寧、逢甲大學服務創新與行動設計中心洪兆祥
卷期：64卷2期
日期：2019年6月
頁碼：131-160
DOI：10.6209/JORIES.201906_64(2).0005
摘要：
本研究旨在比較僑生與本地生的目標設定、全心學習、意志力及巔峰幸福之模型建構和其差異情況。研究對象共計826位大學生，其中有559位為僑生，本地生則為267位。在資料分析上，採用描述統計、t考驗、多變量變異數分析及結構方程式模型。研究結果顯示：一、僑生與本地生的全心學習在目標設定對巔峰幸福的路徑關係上，扮演中介角色，而意志力並未對巔峰幸福的路徑達到顯著關係；二、本地生的意志力在目標設定對巔峰幸福扮演中介角色，僑生的意志力則未扮演中介角色；三、本地生及馬來西亞籍僑生在「目標接受」、「意識注意控制」、「內隱注意控制」、「正向情緒」與「勝任要求」上，均顯著高於港澳籍僑生。最後，本研究依據研究結果，針對高等教育及未來研究提出建議。
關鍵詞：目標設定、全心學習、意志力、巔峰幸福
《詳全文》
參考文獻：
- 方慧（2001）。臺北地區大學僑生生活調適之研究。臺北市：海華文教。 【Fang, H. (2001). A study on life adjustment of overseas Chinese students at the universities in Taipei areas. Taipei, Taiwan: Overseas Chinese Culture and Education.】
- 江雪齡（2008）。正向心理學─生活、工作和教學的實用。臺北市：心理。 【Chiang, H.-L. (2008). Positive psychology − Practicality of life, work and teaching. Taipei, Taiwan: Psychological.】
- 余民寧（2006）。潛在變項模式：SIMPLIS的應用。臺北市：高等教育。 【Yu, M.-N. (2006). Latent variable models: The application of SIMPLIS. Taipei, Taiwan: Higher Education.】
- 何希慧、彭耀平（2016）。臺灣與中國大陸深圳地區大學生學習動機與學習成效關係發展之比較：以學習模式為中介變項。教育實踐與研究，29（1），139-172。 【Ho, S.-H., & Peng, Y.-P. (2016). A comparative study on the relationship between learning motivations and outcomes of college students in Taiwan and Shenzhen region of mainland china: Learning modes as mediators. Journal of Educational Practice and Research, 29(1), 139-172.】
- 吳珍珠（2014）。關於高中生學習幸福感的調查。心理學進展，4，485-489。doi:10.12677/ap. 2014.43066 【Wu, Z.-Z. (2014). Study on high school students’ learning well-being. Advances in Psychology, 4, 485-489. doi:10.12677/ap.2014.43066】
» 展開更多
- 方慧（2001）。臺北地區大學僑生生活調適之研究。臺北市：海華文教。 【Fang, H. (2001). A study on life adjustment of overseas Chinese students at the universities in Taipei areas. Taipei, Taiwan: Overseas Chinese Culture and Education.】
- 江雪齡（2008）。正向心理學─生活、工作和教學的實用。臺北市：心理。 【Chiang, H.-L. (2008). Positive psychology − Practicality of life, work and teaching. Taipei, Taiwan: Psychological.】
- 余民寧（2006）。潛在變項模式：SIMPLIS的應用。臺北市：高等教育。 【Yu, M.-N. (2006). Latent variable models: The application of SIMPLIS. Taipei, Taiwan: Higher Education.】
- 何希慧、彭耀平（2016）。臺灣與中國大陸深圳地區大學生學習動機與學習成效關係發展之比較：以學習模式為中介變項。教育實踐與研究，29（1），139-172。 【Ho, S.-H., & Peng, Y.-P. (2016). A comparative study on the relationship between learning motivations and outcomes of college students in Taiwan and Shenzhen region of mainland china: Learning modes as mediators. Journal of Educational Practice and Research, 29(1), 139-172.】
- 吳珍珠（2014）。關於高中生學習幸福感的調查。心理學進展，4，485-489。doi:10.12677/ap. 2014.43066 【Wu, Z.-Z. (2014). Study on high school students’ learning well-being. Advances in Psychology, 4, 485-489. doi:10.12677/ap.2014.43066】
- 李新民（2010）。正向心理學在學校教育的應用。高雄市：麗文。 【Lee, H.-M. (2010). Positive psychology in the school education application. Kaohsiung, Taiwan: Liwen.】
- 邱皓政（2011）。結構方程模式：LISREL/SIMPLIS的原理與應用。臺北市：雙葉書廊。 【Chiu, H.-Z. (2011). Structural equation model: LISREL/SIMPLIS principle and application. Taipei, Taiwan: Yeh Yeh Book Gallery.】
- 洪子琪（2011）。僑生大學生活適應輔導之初探。學校行政，73，145-156。doi:10.6423/HHHC. 201105.0145 【Hung, T.-C. (2011). The counseling of overseas students’ life adjustments in universities in Taiwan. School Administrators, 73, 145-156. doi:10.6423/HHHC.201105.0145】
- 苖桂蓉、郭靜姿（2009）。國小舞蹈班學生即興創作課程心流經驗之調查研究。資優教育研究，9（1），1-24。doi:10.7089/JGE.200906.0001 【Miao, G.-R., & Guo, J.-G. (2009). An investigative study on the flow experience of improvisation courses in dancing classes of primary school. Journal of Gifted Education, 9(1), 1-24. doi:10.7089/JGE.200906.0001】
- 唐淑華（2004）。情意教學：故事討論取向。臺北市：心理。 【Tang, S.-H. (2004). Affective teaching: The story discussion orientation. Taipei, Taiwan: Psychological.】
- 教育部（2017）。僑生及港澳生人數概況統計。取自http://stats.moe.gov.tw/files/ebook/oversea/ 105/105oversea.pdf 【Ministry of Education. (2017). College in the number of overseas Chinese students. Retrieved from http://stats.moe. gov.tw/files/ebook/oversea/105/105oversea.pdf】
- 陳柏霖（2018）。以全心學習為中介角色：僑生與本地生的生活目標與品味之關係。教育與心理研究，41（2），29-58。doi:10.3966/102498852018064102002 【Chen, P.-L. (2018). Mindful learning as a mediated: A comparative study on the relationship between life goals and savoring for overseas Chinese students and local students. Journal of Education & Psychology, 41(2), 29-58. doi:10.3966/102498852018064102002】
- 陳柏霖、余民寧（2017）。享受生活片刻的能力：用心學習、品味能力及圓滿人生之關係。教育與心理研究，40（1），57-86。doi:10.3966/102498852017034001003 【Chen, P.-L., & Yu, M.-N. (2017). The capacity to enjoy moments in life: The relationships among mindful learning, capacity to savor, and flourishing life. Journal of Education & Psychology, 40(1), 57-86. doi:10.3966/102498852017034001003】
- 陳柏霖、余民寧（2018）。圓滿人生量表測量恆等性考驗及其年齡在圓滿人生不同成年期的差異。教育學刊，50，69-108。 【Chen, P.-L., & Yu, M.-N. (2018). Verifying the invariance of a measurement model for flourishing life across adulthood in age differences. Educational Review, 50, 69-108.】
- 郭錦鳳（2008）。國小學生數學學習意志力評量構念議題探討（未出版碩士論文）。國立臺南大學，臺南市。 【Kuo, C.-F. (2008). The validity study on the mathematics learning volition inventory (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 程良生（2008）。在臺僑生幸福感之探索研究（未出版碩士論文）。國立暨南國際大學，南投縣。 【Cheng, L.-S. (2008). A study of exploration to Chinese overseas students’ well-being in Taiwan (Unpublished master’s thesis). National Chi Nan University, Nantou, Taiwan.】
- 程炳林（2001）。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報：教育類，46（1），67-92。doi:10.3966/2073753X2001044601004 【Cherng, B.-L. (2001). The relations among motivation, goal setting, action control, and learning strategies: The construct and verification of self-regulated learning process model. Journal of National Taiwan Normal University: Education, 46(1), 67-92. doi:10.3966/2073753X2001044601004】
- 黃鈿翔（2007）。臺北市國小學童價值觀念與人生目標之調查研究（未出版碩士論文）。國立臺北教育大學，臺北市。 【Huang, T.-S. (2007). The values and life goals of the elementary school students in Taipei City (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.】
- 黃儒傑（2014）。參與教師社群教師知識信念、目標設定及教學意志力之研究：以新北市國小為例。教育研究集刊，60（1），39-76。doi:10.3966/102887082014036001002 【Huang, J.-C. (2014). A study of teachers’ epistemological beliefs, goal setting, and teaching volition in the teachers’ professional learning communities: The cases of primary school in New Taipei City. Bulletin of Educational Research, 60(1), 39-76. doi:10.3966/102887082014036001002】
- 趙舒禾、陳秉華（2013）。不執著量表在臺灣之中文化信、效度分析及其與心理健康之關係。教育心理學報，45（1），121-139。doi:10.6251/BEP.20121101.2 【Chao, S.-H., & Chen, P.-H. (2013). The reliability and validity of the the Chinese version of the nonattachment scale: Reliability, validity, and its relationship with mental health. Bulletin of Educational Psychology, 45(1), 121-139. doi:10.6251/BEP.20121101.2】
- 蔡文榮、董家琳（2015）。馬來西亞學生來臺留學適應問題之個案研究。教育科學期刊，14（2），95-122。 【Tsay, W.-R., & Done, J.-L. (2015). A case study on collegial adjustment of Malaysia students in Taiwan. The Journal of Educational Science, 14(2), 95-122.】
- 蔡宇哲（2013）。成功的要訣是意志力，那意志力是甚麼？取自https://pansci.asia/archives/45356【Tsai, Y.-C. (2013). The key to success is volition, what is volition? Retrieved from https://pansci.asia/archives/ 45356】
- 蔡亦倫（2018）。僑生與本地生的生活壓力與巔峰幸福之關係—以壓力因應策略為調節角色。科技部大專學生研究計畫報告（MOST106-2813-C-364-007-H）。新竹市：玄奘大學。 【Tsay, I.-L. (2018). A study of overseas Chinese students and local student’s life stress and flourish: Stress-coping strategies as a moderator. College student research scholarship (MOST106-2813-C-364-007-H). Hsinchu, Taiwan: Hsuan Chuang University.】
- 劉政宏、黃博聖、蘇嘉鈴、陳學志、吳有城（2010）。國中小學習動機量表之編製及其信、效度研究。測驗學刊，57（3），371-402。doi:10.7108/PT.201009.0371 【Liu, C.-H., Huang, P.-S., Su, C.-L., Chen, H.-C., & Wu, Y.-C. (2010). The development of learning motivation scale for primary and junior high school students. Psychological Testing, 57(3), 371-402. doi:10.7108/PT.201009.0371】
- 鄭逸如、蔡宇哲（2018）。自我控制訓練課程：設計與成效評估。應用心理研究，68，131-186。doi:10.3966/156092512018040068005 【Cheng, Y.-J., & Tsai, Y.-C. (2018). Toward an effective self-control training course: Development and evaluation. Research in Applied Psychology, 68, 131-186. doi:10.3966/156092512018040068005】
- 鄭博真、王怡又（2012）。大學生學習投入與幸福感之相關研究。屏東教育大學學報─教育類，38，127-164。 【Cheng, B.-J., & Wang, I.-Y. (2012). A study of the relationship between learning involvement and well-being of university students. Journal of Pingtung University of Education: Education, 38, 127-164.】
- 駱芳美、郭國禎（2012）。時間會解決一切嗎？居住時間、壓力因應策略與僑生憂鬱狀況的相關研究。輔導與諮商學報，34（1），69-91。doi:10.7040/JGC.201205.0069 【Luo, F.-M., & Guo, G.-J. (2012). Does time heal? A coping strategies and depression in overseas Chinese students in Taiwan. The Journal of Guidance & Counseling, 34(1), 69-91. doi:10.7040/JGC.201205.0069】
- 鍾聖校（2012）。正向心理情意：教與學。臺北市：五南。 【Chung, S.-H. (2012). Positive psychology: Affective teaching and learning. Taipei, Taiwan: Wu-Nan Book.】
- Abe, J., Talbot, D. M., & Geelhoed, R. J. (1998). Effects of a peer program on international student adjustment. Journal of College Student Development, 39(6), 539-547.
- Anderson, J., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423. doi:10.1037/0033- 2909.103.3.411
- Austin, J. T., & Vancouver, J. B. (1996). Goal constructs in psychology: Structure, process and content. Psychological Bulletin, 3, 338-375. doi:10.1037/0033-2909.120.3.338
- Baer, R. A., & Lykins, E. L. B. (2011). Mindfulness and positive psychological functioning. In K. M. Sheldon, T. B. Kashdan, & M. F. Steger (Eds.), Series in positive psychology. Designing positive psychology: Taking stock and moving forward (pp. 335-348). New York, NY: Oxford University Press. doi:10.1093/acprof:oso/9780195373585.003.0022
- Bercovitz, K., Pagnini, F., Phillips, D., & Langer, E. (2017). Utilizing a creative task to assess Langerian mindfulness. Creativity Research Journal, 29(2), 194-199. doi:10.1080/10400419. 2017.1304080
- Berry, J. W. (2006). Stress perspectives on acculturation. In D. L. Sam & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 43-57). Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9780511489891.007
- Bodner, T. E., & Langer, E. J. (2001, June). Individual differences in mindfulness: The mindfulness/mindlessness scale. Paper presented at the 13th Annual American Psychological Society Conference, Toronto, Ontario, Canada.
- Byrne, B. M. (2009). Structural equation modeling with AMOS: Basic concepts, applications, and programming. New York, NY: Routledge.
- Carson, S. H., & Langer, E. J. (2006). Mindfulness and self-acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 24(1), 29-43.
- Chanowitz, B., & Langer, E. J. (1981). Premature cognitive commitments. Journal of Personality and Social Psychology, 41, 1051-1063. doi:10.1037/0022-3514.41.6.1051
- Chen, P.-L., & Yu, M.-N. (2017, July). A comparative study on life goals, enhanced hope, savoring and flourishing for overseas Chinese students and Taiwan students. Paper presented at the 2017 International Symposium on Teaching, Education, and Learning, Hiroshima, Japan.
- Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14-22.
- Corno, L. (2004). Introduction to the special issue work habits and work styles: Volition in education. Teacher College Record, 106(9), 1669-1694. doi:10.1111/j.1467-9620.2004.00400.x
- Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
- Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. doi:10.1207/S15327965 PLI1104_01
- Dhiman, S. (2012). Mindfulness and the art of living creatively: Cultivating a creative life by minding our mind. Journal of Social Change, 4(1), 24-33. doi:10.5590/JOSC.2012.04.1.03
- Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. E. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276-302. doi:10.1037/0033-2909.125.2.276
- Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2009). New measures of well-being: Flourishing and positive and negative feelings. Social Indicators Research, 39, 247-266. doi:10.1007/978-90-481-2354-4_12
- Eisenberg, N., Hofer, C., Sulik, M. J., & Spinrad, T. L. (2014). Self-regulation, effortful control, and their socioemotional correlates. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 157-172). New York, NY: Guilford.
- Emmons, R. A., & King, L. A. (1988). Conflict among personal strivings: Immediate and long-term implications for psychological and physical well-being. Journal of Personality and Social Psychology, 54(6), 1040-1048. doi:10.1037/0022-3514.54.6.1040
- Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382-388. doi:10.2307/3150980
- Furnham, A., & Shiekh, S. (1993). Gender, generational and social support correlates of mental health in Asian immigrants. International Journal of Social Psychiatry, 39(1), 22-33. doi:10.1177/002076409303900103
- Garcia, T., McCann, E., Turner, J., & Roska, L. (1998). Modeling the mediating role of volition in the learning process. Contemporary Educational Psychology, 23, 392-418.
- Graham, J. R., & Shier, M. (2010). Social work practitioners and subjective well-being: Personal factors that contribute to high levels of subjective well-being. International Social Work, 53(6), 757-772. doi:10.1177/0020872810368394
- Grégoire, S., Bouffard, T., & Vezeau, C. (2012). Personal goal setting as mediator of the relationship between mindfulness and wellbeing. International Journal of Wellbeing, 2(3), 236-250. doi:10.5502/ijw.v2.i3.5
- Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
- Hammer, M. R., Gudykunst, W. B., & Wiseman, R. L. (1978). Dimensions of intercultural effectiveness: An exploratory study. International Journal of Intercultural Relations, 2(4), 382-393. doi:10.1016/0147-1767(78)90036-6
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. doi:10.1080/10705519909540118
- Huppert, F. A., & So, T. T. C. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social Indictor Research, 110, 837-861. doi:10.1007/ s11205-011-9966-7
- Jacobsen, B. (2007). What is happiness? The concept of happiness in existential psychology and therapy. Existential Analysis, 18(1), 39-50.
- Kelly, M. (2012). The willpower instinct: How self-control works, why it matters, and what you can do to get more of it. New York, NY: Avery.
- King, L. A., & Emmons, R. A. (1990). Conflict over emotional expression: Psychological and physical correlates. Journal of Personality and Social Psychology, 58(5), 864-877.
- Kline, R. B. (1998). Principles and practice of structural equation modeling. New York, NY: Guilford.
- Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. In B. A. Maher (Ed.), Progress in experimental personality research (Vol. 13, pp. 99-171). New York, NY: Academic.
- Kuhl, J., & Fuhrmann, A. (1998). Decomposing self-regulation and self-control: The volitional components checklist. In J. Heckhausen & C. Dweck (Eds.), Life spans perspectives on motivation and control (pp. 15-49). Mahwah, NJ: Erlbaum.
- Langer, E. J. (1992). Matters of the mind: Mindfulness/mindlessness in perspective. Consciousness and Cognition, 1, 289-305. doi:10.1016/1053-8100(92)90066-J
- Langer, E. J. (2000). Mindful learning. Current Directions in Psychological Science, 9, 220-223. doi:10.1111/1467-8721.00099
- Langer, E. J. (2005a). On becoming an artist: Reinventing yourself through mindful creativity. New York, NY: Ballantine.
- Langer, E. J. (2005b). Well-being: Mindfulness versus positive evaluation. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 214-230). New York, NY: Oxford University Press.
- Langer, E. J., & Moldoveanu, M. (2000). The construct of mindfulness. Journal of Social Issues, 56, 1-9. doi:10.1111/0022-4537.00148
- Leahey, T. M., Xu, X., Unick, J. L., & Wing, R. R. (2013). A preliminary investigation of the role of self-control in behavioral weight loss treatment. Obesity Research & Clinical Practice, 8(2), 149-153. doi:10.1016/j.orcp.2012.12.005
- Locke, E. A. (2002). Setting goals for life and happiness. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 299-312). New York, NY: Oxford University Press.
- Locke, E. A., & Latham, G. P. (1985). The application of goal setting to sports. Journal of Sport Psychology, 7, 205-222. doi:10.1123/jsp.7.3.205
- Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice-Hall.
- MacLeod, A. K., Coates, E., & Hetherton, J. (2008). Increasing well-being through teaching goal-setting and planning skills: Results of a brief intervention. Journal of Happiness Studies, 9(2), 185-196. doi:10.1007/s10902-007-9057-2
- Marianetti, O., & Passmore, J. (2009). Mindfulness at work: Paying attention to enhance well-being and performance. In A. Lindley (Ed.), Oxford handbook of positive psychology and work (pp. 189-200). Oxford, UK: Oxford University Press.
- McClelland, D. C. (1973). Testing for competence rather than for intelligence. American Psychologist, 28(1), 1-24. doi:10.1037/h0034092
- Messersmith, E. E., & Schulenberg, J. E. (2010). Goal attainment, goal striving, and wellbeing during the transition to adulthood: A ten-year U.S. national longitudinal study. New Directions for Child and Adolescent Development, 130, 27-40.
- Miller, E. M., Walton, G. M., Dweck, C. S., Job, V., Trzesniewski, K. H., & McClure, S. M. (2012). Theories of willpower affect sustained learning. PLoS ONE, 7(6), e38680. doi:10.1371/journal. pone.0038680
- Miller, R. B., Behrens, J. T., Greene, B. A., & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18, 2-14. doi:10.1006/ceps.1993.1002
- Nicholls, J. (1984). Conceptions of ability and achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (pp. 39-73). New York, NY: Academic.
- Nicholls, J. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
- Orbell, S. (2003). Personality systems interactions theory and the theory of planned behaviour: Evidence that self-regulatory volitional components enhance enactment of studying behaviour. British Journal of Social Psychology, 42, 95-112. doi:10.1348/014466603763276144
- Peiró, J. M., De Witte, H., Gracia, F., & De Cuype, N. (2003, May). The impact of contract permanency and psychological contract on employee well-being and related outcomes. Paper presented at the 11th Congress of the European Association of Work and Organization Psychology, Lisbon, Portugal.
- Renn, R. W., Danehower, C., Swiercz, P. M., & Icenogle, M. L. (1999). Further examination of the measurement properties of Leifer & McGannon’s (1986) goal acceptance and goal commitment scales. Journal of Occupational and Organizational Psychology, 72(1), 107-115. doi:10.1348/ 096317999166536
- Robert, A. E., Chi, C., & Kevin, T. (1998). Assessing spirituality through personal goals: Implications for research on religion and subjective well-being. Social Indicators Research, 45, 391-422. doi:10.1023/A:1006926720976
- Saupe, J. L., & Montgomery, J. R. (1970). The nature and role of institutional research: Memo to a college or university. Retrieved from ERIC Database. (ED049672)
- Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York, NY: Free.
- Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need-satisfaction, and longitudinal well-being: The self concordance model. Journal of Personality and Social Psychology, 76(3), 482-497. doi:10.1037/0022-3514.76.3.482
- Siegel, D. J. (2007). The mindful brain: Reflection and attunement in the cultivation of well-being. New York, NY: W. W. Norton & Company.
- Sintonen, S., & Pehkonen, A. (2014). Effect of social networks and well-being on acute care needs. Health & Social Care in the Community, 22, 87-95. doi:10.1111/hsc.12068
- Voorhees, R. A. (2008). Institutional research’s role in strategic planning. In D. G. Terkla (Ed.), Institutional research: More than just data (pp. 77-85). San Francisco, CA: Jossey-Bass.
- Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interactions. Computers in Human Behavior, 9(2), 411-426. doi:10.1016/ 0747-5632(93)90032-N
- Weinstein, N., Brown, K. W., & Ryan, R. M. (2009). A multi-method examination of the effects of mindfulness on stress attribution, coping, and emotional well-being. Journal of Research in Personality, 43, 374-385. doi:10.1016/j.jrp.2008.12.008
- Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70(4), 767-779.
- Wittrock, M. C. (1990). Generative processes of comprehension. Educational Psychologist, 24, 345-376. doi:10.1207/s15326985ep2404_2
| 中文APA引文格式 | 陳柏霖、余民寧、洪兆祥（2019）。僑生與本地生的目標設定、全心學習、意志力及巔峰幸福之模型建構和其差異比較。教育科學研究期刊，64（2），131-160。doi: 10.6209/JORIES.201906_64(2).0005 |
|---|
| APA Format | Chen, P.-L., Yu, M.-N., Hung, C.-H. (2019). Comparative Study on Goal Setting, Mindful Learning, Volition, and Flourishing Among Overseas Chinese Students and Local Students: Comparison of Structural Models . Journal of Research in Education Sciences, 64(2), 131-160. doi:10.6209/JORIES.201906_64(1).0005 |
|---|
Journal directory listing - Volume 64 (2019) - Journal of Research in Education Sciences【64(2)】June
Directory
Comparative Study on Goal Setting, Mindful Learning, Volition, and Flourishing Among Overseas Chinese Students and Local Students: Comparison of Structural Models
Author: Po-Lin Chen (Department of Applied Psychology, Hsuan Chuang University), Min-Ning Yu (Department of Education, National Chengchi University), Chao-Hsiang Hung (Center for Service Innovation and Mobility Design, Feng Chia University)
Vol.&No.：Vol. 64, No.2
Date：June 2019
Pages：131-160
DOI：10.6209/JORIES.201906_64(2).0005
Abstract：
In the multicultural context, this study explored relationships and compared differences among goal setting, mindful learning, volition, and flourishing of overseas Chinese students and local students. In total, 826 college students were recruited from Taiwan’s universities and colleges, including 559 overseas Chinese students and 267 local students. Data were collected and analyzed using description statistics, t test, multivariate analysis of variance, and structural equation modeling. The results demonstrated that: (1) The mediator effects of local and overseas Chinese students’ mindful learning and volition on the route from goal setting to flourishing exhibited no significant effects by volition on flourishing. (2) For local students, volition played a full mediator role between goal setting and flourishing, but for overseas Chinese students, volition did not play a mediator role. (3) The scores of local students and Malaysian overseas Chinese students for goal acceptance, conscious attention control, implicit attention control, self-determination, positive emotions, and competent requirements were significantly higher than those of Hong Kongese and Macanese overseas Chinese students. Finally, based on the results and findings, several implications and concrete suggestions for higher education and future research were proposed.
Keywords：flourishing, goal setting, mindful learning, volition