政府計畫（GRB），建議「依年度遞減排序」，以查看最新的研究方向。
| 畢業學年度 | 論文標題 | 連結 | 學位 | 畢業時長(years) |
|---|---|---|---|---|
| 關鍵字 | ||||
| 112 | 缺少社會連... 缺少社會連結、社群媒體互動與憂鬱之關係： 知覺回應的調節效果 (The Relationships among Social Disconnectedness, Social Media Interaction and Depression: The Role of Perceived Response) | NTHU | 碩(外籍生) | 無口試日期 |
缺少社會連結(social disconnectedness)、寂寞孤立(social isolation)、憂鬱(loneliness)、社群媒體互動(social media interaction)、知覺回應(perceived response) 缺少社會連... | ||||
| 112 | 角色扮演參... 角色扮演參與動機、自尊與主觀幸福感之關係 (The Relationships among Cosplay Participation Motivation, Self-esteem and Subjective Well-being) | NTHU | 碩 | 無口試日期 |
角色扮演(cosplay)、參與動機(participation-motivation)、主觀幸福感(subjective-well-being)、自尊(self-esteem) 角色扮演(... | ||||
| 112 | 斷捨行為、... 斷捨行為、不執著與主觀幸福感之間的關係：反芻思考的調節效果 (The Relationships among Minimalist Practices, Non-attachment and Subjective Well-being: The Moderating Role of Rumination) | NTHU NDLTD | 碩 | 3.48 |
斷捨離(minimalism)、斷捨行為(minimalist practices)、不執著(decluttering)、主觀幸福感(non-attachment)、反芻思考(subjective well-being) 斷捨離(m... | ||||
| 112 | 正確性動機... 正確性動機對網路霸凌旁觀者幫助行為的影響 (The Impact of Accuracy Motivation on Bystander Helping Behavior in Cyberbullying) | NTHU NDLTD | 碩 | 3.48 |
正確性動機(Accuracy Motivation)、危機知覺(Emergency Perception)、狀態同理心(State Empathy)、幫助責任(Responsibility to Help)、旁觀者幫助行為(Bystander Helping Behavior) 正確性動機... | ||||
| 112 | 自我效能會... 自我效能會降低拖延嗎？班級氣氛在國小學生自我效能與學業拖延間的調節效果與機制 (The Relationship between Self-efficacy and Academic Procrastination of Elementary School Students: The Moderating Role of Classroom Climate) | NTHU NDLTD | 碩 | 3.48 |
自我效能(self-efficacy)、學業拖延(academic procrastination)、學業情緒(academic emotion)、班級氣氛(classroom climate) 自我效能(... | ||||
| 112 | 種族認同對... 種族認同對於跨種族助人行為的調節效果 (The Moderating Effect of Racial Identity on Intergroup Helping Behavior) | NTHU NDLTD | 碩(提早入學) | 1.98 |
種族認同(racial identity)、救助責任知覺(feelings of responsibility)、助人行為(helping behavior) 種族認同(... | ||||
| 111 | 大學生的自... 大學生的自我批評、憂鬱與學業拖延之關係： 共同人性的調節效果 (The Relationships among Self-criticism, Depression and Academic Procrastination: The Role of Common Humanity) | NTHU NDLTD | 碩 | 1.93 |
自我批評(self-criticism)、憂鬱(depression)、學業拖延(academic procrastination)、共同人性(common humanity) 自我批評(... | ||||
| 110 | 價值肯定與... 價值肯定與回饋方式對高中生作業參與動機與表現的影響 (Effects of Value-affirmation and Feedback Manner on High School Students’ Motivation and Performance) | NTHU NDLTD | 碩 | 4.96 |
自我肯定(self-affirmation)、價值肯定(value-affirmation)、回饋方式(feedback manner)、參與動機(motivation)、表現(performance) 自我肯定(... | ||||
| 110 | 反生產行為... 反生產行為、組織承諾與離職傾向的關係：轉換型領導的調節效果 (The Relationship among Counterproductive Work Behavior, Organizational Commitment and Turnover Intention: The Role of Transformational Leadership) | NTHU NDLTD | 碩 | 1.96 |
反生產行為(Counterproductive work behavior)、組織承諾(Organizational commitment)、轉換型領導(Transformational Leadership)、離職傾向(Turnover intention) 反生產行為... | ||||
| 109 | 家庭成就導... 家庭成就導向心理控制、心理抗拒及學業拖延的關係：內控人格特質的調節效果 (The Relationships among Achievement-oriented Psychological Control, Psychological Reactance and Academic Procrastination: The Role of Internal Control) | NTHU NDLTD | 碩 | 3.96 |
家庭成就導向心理控制(Achievement-oriented Psychological Control)、學業拖延(Psychological Reactance)、心理抗拒(Academic Procrastination)、內控人格特質(Internal Control) 家庭成就導... | ||||
| 109 | 自我肯定對... 自我肯定對家庭暴力者參與認知教育輔導課程之課程認同與行為改變傾向的影響 (The Impact of Self-Affirmation on Domestic Violence Clients’s Recognition for a Cognitive Education Counseling Program and Their Behavioral Change Propensity) | NTHU NDLTD | 碩 | 3.85 |
價值肯定(Value Affirmation)、家庭暴力相對人(Domestic Violence Respondent)、強制處遇(Coercive Treatment)、認知教育輔導(Cognitive Education Counseling) 價值肯定(... | ||||
| 108 | 學業表現不... 學業表現不佳會導致憂鬱嗎？父母參與兒童運動活動在兒童學業表現與憂鬱關係間的調節效果與機制 (Parental Involvement in Sports Activities Buffers the Negative Effect of Poor Academic Performance on Children’s Depression.) | NTHU NDLTD | 碩 | 2.94 |
兒童憂鬱(Depression in Children)、父母參與兒童運動活動(Parental Involvement in Sports Activities)、運動參與(Sports Participation)、自尊(Self-esteem)、學業表現(Academic Performance) 兒童憂鬱(... | ||||
| 108 | 匿名與情境... 匿名與情境幫助成本對網路霸凌旁觀者介入傾向的影響 (Effects of Anonymity and Situational Cost of Help on Bystander Intervention Intention in Cyberbullying) | NTHU NDLTD | 碩(外籍生) | 1.94 |
網路霸凌(Cyberbullying)、網路匿名(Anonymity Online)、幫助成本(Cost of Helping)、旁觀者介入(Bystander Intervention) 網路霸凌(... | ||||
| 108 | 生涯決策自... 生涯決策自我效能、模糊忍受力及尋求生涯挑戰之關係：金錢自我價值後效的調節效果 (The Relationships among Career Decision-Making Self-Efficacy, Career Decision Ambiguity Tolerance and Career Challenge-Seeking Tendency: The Role of Money Contingent Self-Worth) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
生涯決策自我效能(Career Decision-Making Self-Efficacy (CDWSE))、生涯挑戰(Career Challenge)、模糊忍受力(Career Decision Ambiguity Tolerance (CDAT))、生涯選擇(Career Choice)、生涯錨(Career Orientation) 生涯決策自... | ||||
| 107 | 工作壓力、... 工作壓力、心理脫離及工作滿意度的關係：工作—家庭分割偏好的調節效果 (The Relationships among Work Stress, Psychological Detachment and Job Satisfaction: The Role of Work-Home Segmentation Preference) | NTHU NDLTD | 碩(外籍生) | 1.92 |
工作—家庭分割偏好(Work-home Segmentation Preference)、心理脫離(Psychological Detachment)、工作壓力(Work Stress)、工作滿意度(Job Satisfaction) 工作—家庭... | ||||
| 106 | 楷模取向執... 楷模取向執行意志課程對國中生執行意志特質及學習動機、學習行為的影響 (The Effects of Model-Orientation Executive Volition Course on Executive Volition, Learning Motivation and Learning Behavior among Junior High School Students) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
楷模取向課程(Model-Orientation Course)、執行意志(Executive Volition)、學習動機(Learning Motivation)、學習行為(Learning Behavior) 楷模取向課... | ||||
| 106 | 表現目標與... 表現目標與特質肯定對國中生面對挑戰性作業動機和表現的影響 (The Effects of Performance Goals and Attribute Affirmation on High School Students’ Motivation and Performance on Challenging Learning Tasks) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
趨向表現目標(approach performance goal)、逃避表現目標(avoidance performance goal)、特質肯定(attribute affirmation)、面對挑戰(challenge-confronting tendency) 趨向表現目... |