Transactional, Transformational, Transcendental Leadership:Motivation Effectiveness and Measurement of Transcendental Leadership

 

論文發表人: 劉慧娥 (南加州大學 公共行政學博士班)

 

http://www.ipa.udel.edu/3tad/

 

現有的領導理論, 例如交易型領導及轉換型領導, 預設穩定及確定的外在環境,無法在今日不斷變遷的全球化時代,有效地激勵員工。這篇文章首先提出超越型領導理論以統合現有的領導理論, 並進一步超越現有的領導理論。超越型領導理論主張領導者以利他,存在意義作為領導的動機, 重視內控型人格, 故較交易型領導及轉換型領導更能有效地全面性地激勵員工。基於理論及結構方程式數據分析, 這篇文篇並提出新的超越型領導測量量表。

 

Existent leadership theories, such as transactional and transformational leadership, based on the assumption of stability and certainty, can't effectively motive employee in the quickly changing environment. This paper suggests that transcendental leadership incorporates and extends existent leadership theories by providing the motives behind leaders' practices, altruistic love, meanings, and spiritual survival. Transcendental leadership with high internal locus of control extrinsically, intrinsically, and transcendentally motivate employee and thus is more effective than transactional leadership and transformational leadership in motivating employee in the uncertain age. In addition, based on theories, this paper tests existing spiritual leadership scale and creates a new transcendental leadership scale.

Can Western Risk Factors of School Violence Predict School Violence in Taiwan? Implication for Cultural Similarities or Difference in School Violence Between West and East Asia.

論文發表人：陳季康(南加大社會工作學院社會工作博士班)

 

http://www.sswr.org/conferences.php

 

研究目的：許多研究者指出不同文化的價值觀以及不同文化背景會影響人類行為與思考上的差異 (Nisbett, 2003)。因此校園暴力危機因素以及校園暴力的關係有可能會因為所處的文化背景而有所不同。然而，極少數的研究檢視是否文化背景的差異導致危機因素與校園暴力關係的不同。此外，在亞洲國家中，目前沒有任何大型的研究探討導致校園暴力的危機因素。也無從得知，西方的校園暴力發生的危機因素是否適用在東亞文化的情境中。這份研究目的就在探討是否西方的校園暴力危機因素能夠預測發生在東亞文化情境下的校園暴力行為。

 

研究方法：此研究分析樣本為臺灣國家機率抽樣樣本。分析對象為全臺灣所有國中學童共約2989人。

 

研究結果：多元迴歸分析的結果顯示，學生就讀的年級愈低(beta=-0.05, p=0.01)，男性學生(beta=0.15, p=0.00)，吸煙行為(beta=0.11, p=0.00)，喝酒行為(beta=0.07, p=0.00)，直接暴力受害經驗(beta=0.16, p=0.00)，目睹暴力受害的經驗(beta=0.09, p=0.00)，較差的衝動控制(beta=0.07, p=0.01)，對於暴力採取正向的態度(beta=0.11, p=0.00)，生氣特質(beta=0.06 p=0.02)，父母監督(beta=-0.04, p=0.02)，較差的師生關係(beta=0.07, p=0.00)，較差的同儕品質(beta=0.15, p=0.00)，以及低程度的校園連結度(beta=0.08, p=0.00 )可以成功的預測臺灣的校園暴力。然而，家庭的社經地位(beta=0.02, p=0.31)，家庭衝突(beta=-0.03, p=0.11)，以及學校的學業表現(beta=-0.01, p=0.48)無法成功預測臺灣的校園暴力。

 

研究啟示：本研究顯示大部分的西方校園暴力危機因素可以成功的預測臺灣校園暴力。這項結果也提出證據證明校園暴力與危機因素的關係具有文化的相似性。這項研究成果可供未來發展臺灣本土或國際性的校園暴力處遇計畫的重要參考。

 

Topic: Can Western Risk Factors of School Violence Predict School Violence in Taiwan? Implication for Cultural Similarities or Difference in School Violence Between West and East Asia.

 

Purpose

Researchers have posited that people from different cultures behave, think, and perceive differently, largely due to differing contexts and risk factors (Nisbett, 2003). These differences may lead to varying results in the relationship between risk factors and school violence perpetration. However, few empirical studies examined whether the structural relationship between risk factors and school violence is similar or different across cultures. Additionally, there has not been any large-scale representative study on risk factors contributing to school violence in East Asia. It is unknown whether the relevance of findings of studies in western countries applies to students in other context such as East Asian cultures. Toward addressing these gaps, this study aims to explore whether the various risk factors found in the western world and predicted by western empirically based theories can also predict school violence in East Asian culture context.

Method

The data based in this study is a cross-sectional and national probability sample. The data was collected by Prevention and Control of School Violence Project in Taiwan and funded by Taiwan National Science Council. Data was collected in 2000. The total sample included 14,022 students from elementary to high school (Grade 4 to Grade 12). The analysis reported in this study focuses on only junior high school students (Grade 7 to 9, N=2,989). Students were given a structured and anonymous questionnaire and were asked about personal, family, and school information, and students' self-report violent school behaviors.

Results

The results of final regression model showed that students' violent school behavior could be predicted by students' grade level (beta=-0.05, p=0.01), gender (beta=0.15, p=0.00), smoking (beta=0.11, p=0.00), alcohol use (beta=0.07, p=0.00), direct victimization (beta=0.16, p=0.00), witness victimization (beta=0.09, p=0.00), poor impulsive control (beta=0.07, p=0.01), students' positive attitude toward violence (beta=0.11, p=0.00), students' anger trait (beta=0.06 p=0.02), parent monitoring, (beta=-0.04, p=0.02), poor student-teacher relationship (beta=0.07, p=0.00), risk peer groups (beta=0.15, p=0.00), and low level of school bonding (beta=0.08, p=0.00 ). However, family socioeconomic status (beta=0.02, p=0.31), and family conflict (beta=-0.03, p=0.11), and students' grade points average (beta=-0.01, p=0.48) could not predict students' violent school behavior in Taiwan.

Implication

Most of these relationships between risk factors and school violence found in empirical studies in western world applied to East Asian cultural context of Taiwan. The findings may tend to support a cultural similarity between West and East Asia among the relationships of school violence perpetration and various risk factors. This may provide information for school policy makers or clinicians to develop a new direction of worldwide prevention and intervention strategies for school violence.

Reference

Nisbett, R.E. (2003) The geography of though: How Asian and Westerners think differently…and why. New York: The Free Press.

 

An Electrochemical Intraocular Drug Delivery Device

論文發表人：李柏穎 (南加州大學電機所博士班)

http://www.conferences.jp/mems2007/

本篇論文提出世界第一個可重複填裝之移殖式眼球內微機電供藥系統, 為了避免病患承受反覆手術的痛苦,可重複填裝之移殖式矽膠儲藥槽被設計來接受多次注射針頭穿刺以填裝藥劑. 本系統使用電解驅動微幫浦以提供長期治療所需藥理濃度之藥物來進行治療及可彎曲之對聚二甲苯穿鞏膜供藥管來達成精準供藥至眼內困難到達之區域. 電化學驅動微幫浦能提供適合眼內供藥系統之流速(每分鐘十的負十二公升到每公升十的負六公升). 本裝置以膠囊式封裝技術加以封裝來提供手術移植之使用. 本論文最後同時提出初步動物體外測試之結果報告.

This paper presents the first implantable intraocular MEMS drug delivery device capable of being refilled. To avoid repetitive surgeries, a refillable reservoir constructed of silicone rubber is implanted and capable of withstanding multiple needle punctures necessary for drug refill. The device uses electrolysis-actuated pumping to provide long-term drug treatment at therapeutic levels, and a flexible parylene transscleral cannula for precise targeting of difficult-to-reach areas in the eye. This electrochemically driven micropump provides flow rates suitable for ocular drug delivery (pL/min to μL/min). An encapsulation packaging technique was developed for demonstrating device operation in acute surgical studies. Preliminary surgical results in ex vivo porcine eyes are presented.

Teacher and peer relationships as mediators of elementary school violence in Taiwan

論文發表人:陳季康(南加州大學社會工作學院社會工作博士班)

 

http://sswr.confex.com/sswr/2006/techprogram/P4715.HTM

Purpose: 直到現在，關於校園暴力發生的理論與文獻多是在檢視學生個人人格的狀態以及家庭的因素與校園暴力的關係。 極少的研究檢視是否學校可以消除家庭的危機因素所造成的校園暴力行為。再者，如此學校經驗做為家庭危機因素以及校園暴力之間的中界變相的研究未在東亞國家施行過。 學校的經驗也許可以成為一個抵銷的因素使得某些具有高度危險家庭因素的學生減低他們對於校園暴力犯罪的機率。為了澄清學校經驗對於校園暴力的角色, 當前的研究目標在檢視是否師生關係以及學生的同儕關係可以減少來自危機家庭學生從事校園暴力的機會。

Methods: 此研究分析樣本為臺灣國家機率抽樣樣本。分析對象為全臺灣所有國小學童共約3120人。

 

Results: 本研究以結構方程模型加以分析。 分析結果得到模型可獲得良好解釋(c² (df=156, n=3120)= 551.99, p<.001, and with NFI= .976, RFI= .968, IFI= .983, CFI= .983, and RMSEA= .029). 這代表理論模型成立。且此模型共可解釋共約36%校園暴力的變異數。此外，此研究顯示家庭變相(家庭衝突以及父母監督) 直接造成學生的校園暴力發生率。學校變相(師生關係以及同儕關係) 也直接造成學生校園暴力的發生率。 更重要的是，在此模型中，師生關係優劣以及同儕關係優劣可以減緩或抵銷來自危機家庭所造成提高校園暴力發生率的可能性。

 

Implication: 這些發現表示了師生關係以及學生的同儕關係可以緩和學生來自危機家庭對於發生校園暴力的發生率。這對於校園暴力防制與處遇有重大的影響。或許提高師生關係的品質以及提高學生同儕之間的關係也許是一個成功預防以及治療校園暴力最重要的關鍵與政策。