English  |  正體中文  |  简体中文  |  Items with full text/Total items : 75035/106099 (71%)
Visitors : 19432009      Online Users : 627
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/64479


    Title: The combined effects of learning environment and personality traits on student imagination
    Other Titles: 學習環境與人格特質對學生想像力的綜合影響
    Authors: Chen, Sheng-Chih;Huang, Ying-Hsiu;Liang, Chao-Yun
    陳聖智;黃英修;梁朝雲
    Contributors: 傳播學院
    Keywords: 教育科技;文化特質;想像力;學習環境;人格特質;Educational technology;Human aggregate;Imagination;Learning environment;Personality traits
    Date: 2012.12
    Issue Date: 2014-03-06 16:23:54 (UTC+8)
    Abstract: The purpose of the current study was to analyze the combined effects of both personality traits and learning environment on university student imagination of educational technology major, and to test the mediating effect resulted from the variable of human aggregate. The results of this study supported that imaginative capabilities were consisted of ten characteristics, and the influences of learning environment were composed of five indicators. The hypothesis of this study-that human aggregate plays a mediator in imagination-stimulation-was partially supported. The structural model also showed that most personality traits had direct effects on imagination, while most environmental variables had indirect effects. Our results highlighted the importance of understanding both the individual personality and learning environment for the educational technology students, so that optimal levels of reproductive imagination and creative imagination could ultimately be elicited.
    本研究目的在分析學習環境與人格特質對教育科技學生想像力的綜合影響,並驗證以校系文化特質做為中介變項的效果。本研究結果顯示,想像力具有十項能力指標,學習環境可區分為五大因素。本研究—以文化特質做為中介變項—的假設獲得部份支持。結構方程分析顯示,多數人格特質變項都對學生想像力具有直接預測效果,而多數學習環境變項則對學生想像力具有間接的預測效果。本研究結果驗證學習環境與人格特質都會對教育科技學生的想像力產生影響,善加經營與應用將可激發學生的創造性想像與再造性想像。本文於資料分析與討論後提出實務與研究建議,研究限制亦有所說明。
    Relation: Instructional Technology and Media, 102, 2-18
    Data Type: article
    Appears in Collections:[數位內容碩士學位學程] 期刊論文

    Files in This Item:

    File Description SizeFormat
    218.pdf2108KbAdobe PDF853View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback