Výsledky vyhľadávania - "結構方程式模型"

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Impact of Individualized Instruction on the Learning Outcomes of Low-Achieving Students Who Received Remedial Instruction ; 影響補救教學學生學習成效因素之分析

Autori: 余民寧 Yu, Min-Ning 李昭鋆 a ďalší

Prispievatelia: 余民寧 Yu, Min-Ning 李昭鋆 a ďalší

Predmety: individualized instruction, learning outcomes, mediation effect, remedial instruction, structural equation modeling, 中介效果, 個別化教學, 結構方程式模型, 補救教學, 學習成效, edu, psy

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Is Career-Choice Intention Affected by“Situation”? Analyzing TIMSS 2011 With Social Cognitive Career Theory ; 未來職業意圖受「情境」影響？以社會認知生涯理論分析TIMSS 2011年數學資料

Autori: 趙珮晴 Chao, Pei-Ching 余民寧 a ďalší

Prispievatelia: 趙珮晴 Chao, Pei-Ching 余民寧 a ďalší

Zdroj: ftchengchi

Predmety: mathematics, partial least squares structural equation modeling, situation, social cognitive career theory, trends in international mathematics and science study, 社會認知生涯理論, 部分最小平方法結構方程式模型, 國際數學與科學教育成就趨勢調查, 情境, 數學, psy, edu

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台灣民衆的制衡觀與分裂投票：GSEM方法之應用 ; Cognitive Madisonianism and Split-Ticket Voting in Taiwan: A Generalized Structural Equation Modeling Approach

Autori: 林啟耀 Lim, Kah-yew 選舉研究

Prispievatelia: 林啟耀 Lim, Kah-yew 選舉研究

Predmety: 制衡觀, 分裂投票, 內生性, 推廣之結構方程式模型, 政黨偏好, cognitive madisonianism, split-ticket voting, endogeneity, GSEM, party preference, scipo

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以用戶觀點初探社群媒體新聞分享之情緒與動機 ; Exploring User Perspectives on the Emotional and Motivational Aspects of News Sharing on Social Media Platforms

Autori: 郭凡傑 Guo, Fan-Jie 林淑芳 a ďalší

Prispievatelia: 郭凡傑 Guo, Fan-Jie 林淑芳 a ďalší

Predmety: 社群媒體, 新聞分享, 情緒, 動機, 結構方程式模型, social media, news sharing, emotion, motivation, structural equation model

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學生學業情緒與學習投入關聯性之後設分析與MASEM方法驗證 ; Meta-analysis of correlations between academic emotions and student engagement with the validation by MASEM methods

Autori: 黎佩欣 Li, Pei-Hsin 余民寧 a ďalší

Prispievatelia: 黎佩欣 Li, Pei-Hsin 余民寧 a ďalší

Predmety: 學業情緒, 學習投入, 後設分析, 後設分析取向的結構方程式模型, academic emotions, student engagement, meta-analysis, meta-analytic structural equation modeling

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The Spanish Journal of Psychology, 18, E68. https://doi.org/10.1017/sjp.2015.70\nGonzález, A., Rodríguez, Y., Faílde, J. M., & Carrera, M. V. (2016). Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. Learning and Individual Differences, 45, 214–221. https://doi.org/10.1016/j.lindif.2015.12.019\nGraham, S., & Weiner, B. (1986). From an attributional theory of emotion to developmental psychology: A round-trip ticket? Social Cognition, 4(2), 152–179. https://doi.org/10.1521/soco.1986.4.2.152\nGranado, X. O., Mendoza Lira, M., Apablaza, C. G. C., & López, V. M. M. (2017). Positive emotions, autonomy support and academic performance of university students: The mediating role of academic engagement and self-efficacy. Revista de Psicodidactica, 22(1), 45–53. https://doi.org/10.1387/RevPsicodidact.14280\nGuo, Y. (2021). 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(2021). Psychodata: Disassembling the psychological, economic, and statistical infrastructure of ‘social-emotional learning’. Journal of Education Policy, 36(1), 129–154. https://doi.org/10.1080/02680939.2019.1672895\nWright, S. (1921). Correlation and Causation. Journal of Agricultural Research, 20, 557–585.\nWu, P.-I., Liu, H.-F., & Lin, C.-C. (2022). The relationships among mathematics learning interest, learning emotions, learning engagement, and learning achievement of junior high school students. Journal of Education & Psychology, 45(2), 87–116. https://doi.org/10.53106/102498852022064502004\nYıldırım, S. (2012). Teacher support, motivation, learning strategy use, and achievement: A multilevel mediation model. The Journal of Experimental Education, 80(2), 150–172. https://doi.org/10.1080/00220973.2011.596855\nZapata-Cuervo, N., Montes-Guerra, M. I., Shin, H. H., Jeong, M., & Cho, M.-H. (2023). Students’ psychological perceptions toward online learning engagement and outcomes during the COVID-19 pandemic: A comparative analysis of students in three different countries. Journal of Hospitality & Tourism Education, 35(2), 108–122. https://doi.org/10.1080/10963758.2021.1907195\nZhang, T. (2009). Relations among school students’ self-determined motivation perceived enjoyment, effort, and physical activity behaviors. Perceptual and Motor Skills, 109(3), 783–790. https://doi.org/10.2466/pms.109.3.783-790\nZhang, J., Zhao, N., & Kong, Q. P. (2019). The Relationship between math anxiety and math performance: A meta-analytic investigation. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01613\nZhao, Y., & Yang, L. (2022). Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.987554\nZhen, R., Liu, R. D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216. https://doi.org/10.1016/j.lindif.2017.01.01\nZhou, L., & Wu, Y. (2021). Validation of the Chinese version of the Achievement Emotions Questionnaire–Elementary School. Social Behavior and Personality, 49(5), E10118–E10128. https://doi.org/10.2224/sbp.10118\nZins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2–3), 191–210. https://doi.org/10.1080/10474410701413145; G0102152515; https://nccur.lib.nccu.edu.tw//handle/140.119/147246; https://nccur.lib.nccu.edu.tw/bitstream/140.119/147246/1/251501.pdf

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12

The Construction and Application of Psychological Capital Scale for College Students ; 大學生心理資本量表之編製與驗證

Autori: 余民寧 Yu, Min-Ning 陳柏霖 a ďalší

Prispievatelia: 余民寧 Yu, Min-Ning 陳柏霖 a ďalší

Predmety: psychological capital, structural equation model, cross-validation, emotional well-being, Taiwan Depression Scale, 心理資本, 結構方程式模型, 交叉驗證, 情緒幸福感, 臺灣憂鬱症量表, psy, hisphilso

Relation: http://nccur.lib.nccu.edu.tw/bitstream/140.119/116939/1/84.pdf; http://nccur.lib.nccu.edu.tw//handle/140.119/116939

Dostupnosť: http://nccur.lib.nccu.edu.tw/bitstream/140.119/116939/1/84.pdf
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13

雙元孝道的心理運作功能：對親子關係之影響暨教養行為之中介 ; Investigating the Psychological Functioning of Dual Filial Piety: The Impact on Parent-Child Relationship and the Mediating Role of Parenting Styles

Autori: 李偉斌簡晉龍

Predmety: 雙元孝道, 親子關係, 教養行為, 次級資料分析, 結構方程式模型, dual filial piety, parent-child relationship, parenting style, secondary data analysis, structural equation modeling, psy, genre

Relation: http://nccur.lib.nccu.edu.tw/bitstream/140.119/99888/1/35(2)-55-84.pdf; http://nccur.lib.nccu.edu.tw//handle/140.119/99888

Dostupnosť: http://nccur.lib.nccu.edu.tw/bitstream/140.119/99888/1/35(2)-55-84.pdf
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14

大學生心理資本量表編製及其相關因素之研究 ; The Construction and Application of Psychological Capital Scale for College Students

Autori: 余民寧陳柏霖湯雅芬 a ďalší

Prispievatelia: 余民寧陳柏霖湯雅芬 a ďalší

Predmety: 心理資本, 結構方程式模型, 交叉驗證, 情緒幸福感, 臺灣憂鬱症量表, psychological capital, structural equation model, cross-validation, emotional well-being, Taiwan Depression Scale

Popis súboru: 2828143 bytes; application/pdf

Relation: 教育研究與發展期刊, 8(4), 19-54; https://nccur.lib.nccu.edu.tw//handle/140.119/74218; https://nccur.lib.nccu.edu.tw/bitstream/140.119/74218/1/1954.pdf

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15

「台灣憂鬱症量表」心理計量特質分析報 ; The Development and Psychometric Study of Taiwan Depression Scale

Autori: 余民寧 Yu, M. N. 教育系

Prispievatelia: 余民寧 Yu, M. N. 教育系

Predmety: ROC曲線, 臺灣憂鬱症量表, 結構方程式模型, 憂鬱症, Depression, Receiver operating characteristic curve, Structural equation modeling, Taiwan depression scale

Popis súboru: 150 bytes; text/html

Relation: 測驗學刊, 58(3), 479-500; https://nccur.lib.nccu.edu.tw//handle/140.119/74221; https://nccur.lib.nccu.edu.tw/bitstream/140.119/74221/1/index.html

Dostupnosť: https://nccur.lib.nccu.edu.tw//handle/140.119/74221
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16

選擇科學職業意圖的性別差異分析－以TIMSS 2003台灣八年級學生為例 ; Gender Differences in Science Career-Choice Intentions-The Example of Taiwan's Eighth Graders in TIMSS 2003

Autori: 余民寧趙珮晴 Min-Ning Yu a ďalší

Prispievatelia: 余民寧趙珮晴 Min-Ning Yu a ďalší

Zdroj: ftnknuniv

Predmety: 兩性平等, 社會認知生涯理論, 國際數學與科學評比, 結構方程式模型, 選擇職業意圖, gender equity, social cognitive career theory, TIMSS, structural equation modeling, career-choice intentions, psy, edu

Relation: http://ir.nknu.edu.tw/ir/handle/987654321/17308

Dostupnosť: http://ir.nknu.edu.tw/ir/handle/987654321/17308

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17

健康促進與憂鬱之關係 ; The Relationship between Health Promotion and Depression

Autori: 余民寧 Yu, M. N. 教育系

Prispievatelia: 余民寧 Yu, M. N. 教育系

Predmety: 健康促進, 憂鬱, 結構方程式模型, health promotion, depression, structural equation modeling

Popis súboru: 1395062 bytes; application/pdf

Relation: 高雄師大學報, 29, 73-99; https://nccur.lib.nccu.edu.tw//handle/140.119/74213; https://nccur.lib.nccu.edu.tw/bitstream/140.119/74213/1/7399.pdf

Dostupnosť: https://nccur.lib.nccu.edu.tw//handle/140.119/74213
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18

大學生學習投入與學習成效之關係-以臺北市某國立大學為例 ; The Relationship between Learning Engagement and Learning Outcome of University Students--A Case Study of A National University in Taipei

Autori: 張藝馨 Chang, Yi-Hsin 余民寧 a ďalší

Prispievatelia: 張藝馨 Chang, Yi-Hsin 余民寧 a ďalší

Predmety: 大學生, 學習投入, 學習成效, 結構方程式模型, university students, learning engagement, learning outcome, structural equation modeling

Popis súboru: 4497687 bytes; application/pdf

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J., Christenson, S. l., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386.\nAstin, A. W. (1984). Student involvement: A development theory for higher education. Journal of College Student Development, 40(5), 518-529.\nBrennan, J., & Osborne, M. (2005). The organisational mediation of university learning. York: Higher Education Academy.\nCemalcilar, Z., & Gökşen, F. (2014). Inequality in social capital: social capital, social risk and drop-out in the Turkish education system. British Journal of Sociology of Education, 35(1), 94-114.\nChapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical Assessment, Research and Evaluation, 13(8), 1-10.\nEstell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325-339.\nFinn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it?Why does it matter?. In Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.), Handbook of research on student engagement (pp.97-131 ). New York, NY: Springer Science & Business Media.\nFredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.\nGallavara, G., Hreinsson, E., Kajaste, M., Lindesjöö, E., Sølvhjelm, C., Sørskår, A. K., & Zadeh, M. S. (2008). Learning outcomes: Common framework-different approaches to evaluation learning outcomes in the Nordic countries. Retrieved from http://www.nokut.no/Documents/NOQA/Reports/NOQA% 20report%2007-2008.pdf\nGlanville, J. L., & Wildhagen, T. (2007). The measurement of school engagement: Assessing dimensionality and measurement invariance across race and ethnicity. Educational and Psychological Measurement, 67(6), 1019-1041.\nGuay, F., Ratelle, C. F., & Chanal, J. 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Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96(2),236–250.\nWonglorsaichon, B., Wongwanich, S., & Wiratchai, N. (2014). The influence of students’ school engagement on learning achievement: A structural equation modeling analysis. Social and Behavioral Sciences, 116, 1748-1755.; G0104171006; https://nccur.lib.nccu.edu.tw//handle/140.119/137094; https://nccur.lib.nccu.edu.tw/bitstream/140.119/137094/1/100601.pdf

Dostupnosť: https://nccur.lib.nccu.edu.tw//handle/140.119/137094
https://doi.org/10.6814/NCCU202101520
https://nccur.lib.nccu.edu.tw/bitstream/140.119/137094/1/100601.pdf

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智慧學校校長科技領導、教師教學決策與教學效能關係之研究：結合Rasch測量模型與結構方程式模型之應用 ; A Study on Relationships among Principals’ Technology Leadership, Teachers’ Instructional Decision-Making and Teaching Effectiveness in Smarter Schools: A Combining Application of Rasch Measurement Model and Structural Equation Model

Autori: 王光多 Wang, Guang-Duo 張奕華 a ďalší

Prispievatelia: 王光多 Wang, Guang-Duo 張奕華 a ďalší

Predmety: 智慧學校, 校長科技領導, 教師教學決策, 教師教學效能, Rasch測量模型, 結構方程式模型, Smarter school, Principal technology leadership, Teacher instructional decision-making, Teacher teaching effectiveness, Rasch measurement model, Structural equation model

Relation: 壹、中文文獻\n王光多（2020）。教育科技與基礎設施支持之現況分析:以Rasch模型分析PISA 2018年臺灣資料為例。載於中華民國學校建築研究學會（主編），建設AI智慧學校（頁188-207）。臺北市：中華民國學校建築研究學會。\n王鈺華（2019）。臺北市國民小學學校組織氣氛、教師專業學習社群與教師教學效能關係之研究（未出版之碩士論文）。臺北市立大學，臺北市。\n江佳齡（2019）。國民小學校長科技領導i-VISA指標建構之研究（未出版之碩士論文）。國立政治大學，臺北市。\n朱經明（2009）。教育及心理統計學。臺北市：五南。\n余月甄（2005）。『教學決策參照架構』對教師應用無線科技進行數學教學成效影響之實驗研究（未出版之碩士論文）。國立中央大學，桃園市。\n余民寧（2006）。潛在變項模式：SIMPLIS的應用。臺北市：高等教育。\n余民寧（2009）。試題反應理論（IRT）及其應用。臺北市：心理。\n余民寧（2011）。教育測驗與評量：成就測驗與教學評量（第三版）。臺北市：心理。\n余民寧（2020）。量表編製與發展：Rasch測量模型的應用。臺北市：心理。\n吳怡佳（2007）。國民小學校長科技領導、知識管理與學校效能關係之研究（未出版之碩士論文）。國立政治大學，臺北市。\n吳清山（2010）。教育改革與教育發展。新北市：華藝數位。\n吳清山、林天祐（2006）。科技領導。教育資料與研究，71，195-196。\n吳清山、黃旭鈞（2006）。國民小學推動知識管理之研究⎯⎯有利條件、困境、功能與策略。教育研究集刊，52（2），33-65。\n李松濤（2005）。科學教師教學決策機制之研究（未出版之博士論文）。國立高雄師範大學，高雄市。\n李敏蕙（2020）。技術型高中校長學習領導、教師工作投入與教師教學效能關係之研究（未出版之博士論文）。國立彰化師範大學，彰化縣。\n宋德云、李森（2008）。教師的教學決策：內涵、構成及意義。課程.教材.教法，28（12），21-26。\n何寶妍（2013）。臺灣地區國民小學校長科技領導對智慧教室創新擴散影響之研究（未出版之碩士論文）。國立政治大學，臺北市。\n林光媚（2017）。臺北市國民小學智慧校園指標建構之研究（未出版之碩士論文）。國立政治大學，臺北市。\n林怡君、張麗麗、陸怡琮（2013）。Rasch模式建置國小高年級閱讀理解測驗。教育心理學報，45（1），39-61。doi:10.6251/BEP.20121128\n林洸亨（2006）。教師應用資訊科技創新教學決策之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。\n林進材（1997）。教師教學思考－理論、研究與應用。高雄市：復文。\n邱皓政（2006）。統計原理與分析技術。臺北市，雙葉書廊。\n施喩琁、施又瑀（2020）。校長科技領導的現況與未來。臺灣教育評論月刊，9（7），46-53。\n洪慧靜、張媛甯（2019）。彰化縣國民小學自然與生活科技領域教師知識管理與教學效能之研究。學校行政，124，66-87。\n徐金才（2008）。新課程實施中校長教學領導力的三個層面。素質教育大參考，2008（1），26-28。\n翁崇文（2018）。國小推動科技教育教學的困境與策略。臺灣教育評論月刊，7（10），219-221。\n秦夢群（2017）。教育行政理論與模式（第三版）。臺北市：五南。\n秦夢群、張奕華（2006）。校長科技領導層面與實施現況之研究。教育與心理研究，29（1），1-27。\n陳正昌（2013）。SPSS與統計分析。臺北市：五南。\n陳正昌、林曉芳（2020）。R統計軟體與多變量分析。臺北市：五南。\n陳正昌、程炳林、陳新豐、劉子鍵（2011）。多變量分析方法：統計軟體應用（第六版）。臺北市：五南。\n陳芃均（2016）。新竹市國民小學校長科技領導與教師教學效能關係之研究（未出版之碩士論文）。取自臺灣博碩士論文知識加值系統（系統編號105NHCT5149003）\n陳怡珊（2020）。臺中市國中特教教師教學效能與幸福感之研究（未出版之碩士論文）。逢甲大學，臺中市。\n陳彥宏（2018）。華人地區中小學校長科技領導 i-VISA指標建構之研究（未出版之碩士論文）。取自臺灣博碩士論文知識加值系統（系統編號106NCCU5631016）\n陳添丁（2018）。國民小學校長學習領導、學校組織學習與教師教學效能關係之研究（未出版之博士論文）。取自臺灣博碩士論文知識加值系統（系統編號106NCCU5332024）\n陳惠邦（2006年12月）。互動白板導入教室教學的現況與思考。全球華人資訊教育創新論壇中發表之論文，宜蘭縣。\n陳新豐（2018）。R語言：量表編製、統計分析與試題反應理論。臺北市：五南。\n陳繁興、蔡吉郎、翁福元（2017）。技術型高中校長學習領導、教師專業學習社群與教學效能關係之研究。教育政策論壇，20（4），63-106。doi:10.3966/156082982017112004003\n閆明聖（2019）。基礎教育階段智慧學校建設的實踐與探索。教育與裝備研究，2019（9），5-8。\n鹿星南（2017）。論智慧學校建設支援系統及策略。教育文化論壇，2017（6），134。\n鹿星南、和學新（2017）。國外智慧學校建設的基本特點、實施條件與路徑。比較教育研究，335，23-29。\n張奕財（2018）。智慧學校校長科技領導、教師專業發展與創新經營效能關係之研究（未出版之博士論文）。國立政治大學，臺北市。\n張奕華（2013）。智慧教育與智慧學校理念。中國資訊技術教育，6，16-17。\n張奕華、吳怡佳（2008）。校長科技領導與教師教學效能關係之研究。教育研究與發展期刊，4（1），171-194。\n張奕華、吳怡佳（2011）。國民小學校長科技領導, 知識管理與學校效能結構關係之驗證。教育行政與評鑑學刊，11，1-28。\n張奕華、吳權威（2014）。智慧教育：理念與實踐。臺北市：網奕資訊。\n張奕華、吳權威、許正妹、謝宛芹（2019）。智慧教室教學行為數據採收：以 AI 蘇格拉底分析系統為例。載於中華民國學校建築研究學會主編，學校建築與學生學習（頁56-70），臺北市，中華民國學校建築研究學會。\n張奕華、吳權威、曾秀珠、張奕財、陳家祥（2020）。智慧學校校長科技領導：理論實務與案例。臺北市：五南。\n張奕華、許正妹（2008）。研究方法與軟體應用－概念及實例。臺北市：心理。\n張奕華、許丞芳（2009）。國民中小學校長科技領導指標建構之研究。教育行政與評鑑學刊，7，23-48。\n張奕華、蔡瑞倫（2010）。國民中學校長科技領導與學校效能關係之研究。學校行政，65，33-53。doi:10.6423/HHHC.201001.0033\n張奕華、蕭霖、許正妹（2007）。學校科技領導向度與指標發展之研究。教育政策論壇，10（1），161-187。\n張訓譯（2019）。人工智能與人類智慧：教育4.0下的教師角色再思考。育達科大學報，47，189-214。\n張紹勳（2017）。Stata在結構方程模型及試題反應理論的應用。臺北市：五南。\n張碧娟（1999）。國民中學校長教學領導、學校教學氣氛與教師教學效能關係之研究（未出版之博士論文）。國立政治大學，臺北市。\n許籐繼、倪靜宜（2019）。國小教師領導與教學效能現況及其結構關係模式之分析。臺北市立大學學報，50（2），59-84。doi:10.6336/JUTEE.201912_50(2).0003\n湯志民（2014）。校園規劃新論。臺北市：五南。\n湯志民（2019）。智慧校園（Smart Campus）的理念與推展。學校行政，121，125-140。doi:10.6423/HHHC.201905_(121).0006\n曾兵芳、宋俊慧（2016）。中學化學教師教學決策能力的調查研究。化學教育，37（5），37-42。doi:10.13884/j.1003-3807hxjy.2014120040\n黃靖文、方翌（2014）。科技領導與創新經營關係之研究--組織學習之中介效果。教育學誌，31，39-79。\n黃瑛修（2019）。國民中學校長科技領導i-VISA指標建構之研究（未出版之碩士論文）。國立政治大學，臺北市。\n馮莉雅（2002）。影響國中教師教學效能相關因素之研究。文藻學報，16，123-142。doi:10.7085/WJ.200205.0013\n葉連祺（2017）。應用社會網絡分析探討學習領導與科技領導及其他變項之關係。學校行政，107，59-82。doi:10.3966/160683002017010107004\n楊素綾（2011）。技職校院教師教學信念、課程與教學決定和教學效能關係之研究（未出版之博士論文）。取自臺灣博碩士論文知識加值系統（系統編號099NCUE5037073）\n楊素綾（2015）。技職校院教師課程與教學決定和教學效能之研究。雙溪教育論壇，3，21-38。\n管珏琪、孫一冰、祝智庭（2019）。智慧教室環境下資料啟發的教學決策研究。中國電化教育，385，22-28。\n蔡介文（2020）。校長科技領導、教師自我效能與有效教學行為關係之研究：結合後設分析與結構方程式模型（未出版之碩士論文）。取自臺灣博碩士論文知識加值系統（系統編號108NCCU5631014）\n蔡明政（2014）。校長科技領導、教師資訊素養及教師教學效能關係之研究：以桃園縣國小為例（未出版之碩士論文）。中原大學，桃園市。\n劉林榮（2013）。南港國小的智慧學校藍圖。中國信息技術教育，6，18-19。\n劉倚禔（2016）。教師專業學習社群與教師教學效能關係之後設分析（未出版之碩士論文）。國立中興大學，臺中市。\n劉倚禔、吳勁甫（2017）。教師專業學習社群與教師教學效能關係之後設分析。教育科學期刊，16（1），157-169。\n衛德彬、阮征、陳方勇、韓芬芬（2019）。智慧學校環境下習題課教學與初中生數學成績關聯性實驗研究。中小學電報，2019（6），34-38。\n蕭文智（2019）。國民小學校長科技領導對學生樂學態度影響之研究—以學校ICT運用與教師教學創新為中介變項（未出版之博士論文）。國立清華大學，新竹市。\n謝宛芹（2020）。校長科技領導趨勢下國民中小學教師教學行為特徵與教學效能之研究：AI蘇格拉底教學分析系統之課例分析（未出版之碩士論文）。國立政治大學，臺北市。\n謝惠如、龔心怡（2018）。教師教學效能與學生數學學習困擾關係之研究。高等教育研究紀要，8，89-114。\n謝傳崇、蕭文智、官柳延（2016）。國民小學校長科技領導、教師教學創新與學生樂學態度關係之研究。教育研究與發展期刊，12（1），71-104。doi:10.3966/181665042016031201003\n謝寶生（2013）。台灣英語教師教學決策之個案研究（未出版之碩士論文）。國立高雄第一科技大學，高雄市。\n魏薇（2011）。教師課堂教學決策研究（未出版之博士論文）。東北師範大學，長春市。\n\n貳、外文文獻\nAbdel-Basset, M., Manogaran, G., Mohamed, M., & Rushdy, E. 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Smart Learning Environments, 3(4), 1-17. doi:10.1186/s40561-016-0026-2; G0108171002; https://nccur.lib.nccu.edu.tw//handle/140.119/136639

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CRM中的關係資訊流程、員工準備度與顧客關係學習之研究 ; A Study of Relational Information Processes, Employee Readiness, and Customer Relationship Learning in CRM

Autori: 張介陽 Chang, Jie-Yang 翁崇雄 a ďalší

Prispievatelia: 張介陽 Chang, Jie-Yang 翁崇雄 a ďalší

Predmety: 顧客關係管理, 組織學習, 關係資訊流程, 員工準備度, 顧客關係學習, 顧客關係績效, 結構方程式模型, Organizational Learning, Relational Information Processes, Employee Readiness, Customer Relationship Learning, Customer Relationship Performance, Structural Equation Modeling

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