研究题目的选择创意与突破课件.ppt

1、研究題目的選擇：創意與突破研究題目的選擇：創意與突破邱文彬邱文彬教育研究所暨師資培育中心教授教育研究所暨師資培育中心教授國立中山大學國立中山大學11/23/08Contents:題目的理性與創意題目的理性與創意:堅實的理論堅實的理論 有趣的觀察有趣的觀察 吸引讀者目光吸引讀者目光 題目的理性與創意題目的理性與創意n從學術從學術OEM中跳脫中跳脫n從描述到解釋從描述到解釋、預測及實務應用預測及實務應用(具體明確具體明確)n實徵研究：實徵研究：n描述：獨特性與代表性描述：獨特性與代表性n解釋：解釋：n建構新的小型理論建構新的小型理論n不同理論預測之比較：排除競爭假設不同理論預測之比較：排除競爭假設

2、n統合學門內重大爭論統合學門內重大爭論n哲學或典範突破：創新研究取向哲學或典範突破：創新研究取向堅實的理論或觀察引導堅實的理論或觀察引導nEffect of rater training on rater accuracy:Levels-of-processing theory and social facilitation theory perspectives(Journal of Applied Psychology)nEvidence of Social Comparison in Mastery Goals in Natural Academic Settings(Journal o

3、f Educational Psychology)nRelations between measures of typical and maximum job performance(Journal of Applied Psychology)nThe Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory.(Journal of Educational Psychology)nThe effects of Analyzing reasons for brand

4、 preferences:Disruption or reinforcement?(Journal of Marketing Research)nPsychological motives and online games addiction:A test of flow theory and humanistic needs theory for Taiwanese adolescents.(CyberPsychology and Behavior)nDoing Better but Feeling Worse:Looking for the Best Job Undermines Sati

5、sfaction(Psychological Science)nOther Selected Papers:nEvidence against prospect theories in gambles with positive,negative,and mixed consequences.nThe association between job strain and emotional exhaustion in a cohort of 1,028 Finnish teachers.(BJEP)nInferences of Competence from Faces Predict Ele

6、ction Outcomes.(Science;人那呆看面得知人那呆看面得知!)nAn fMRI Investigation of Emotional Engagement in Moral Judgment.(Science;別人矣子死抺了別人矣子死抺了!)nTeach your children well:Values of thrift and saving.(JEP)nChildrens use of saving strategies:An experimental approach.(JEP)nParents influence on childrens future orient

7、ation and saving.(JEP)nRelations of Television Viewing and Reading:Findings From a 4-Year Longitudinal Study.(JEP)nUsing a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories.(BJEP)吸引讀者目光吸引讀者目光(I)(I)nSome effects of task relevance and frien

8、dship on helping:You dont always help the one you like.(Journal of Experimental Social Psychology)nMood,Self-efficacy,and performance standards:Lower moods induce higher standards for performance.(Journal of Personality and Social Psychology)nAccentuate the Negative:The Positive Effects of Negative

9、Acknowledgment.(Psychological Science)-歹勢歹勢我沒讀書!nWhy do bad moods increase self-defeating behavior?Emotion,risking-taking,and self-regulation.(Journal of Personality and Social Psychology)nChoking and Excelling Under Pressure.(Psychological Science)nOption attachment:When deliberating makes choices

10、feel like losing.(Journal of Consumer Research)nSchool violence and teacher professional disengagement.(BJEP)nYou dont know me,but I know you:The illusion of asymmetric insight.(Journal of Personality and Social Psychology)nTime Does Not Heal All Wounds:A Longitudinal Study of Reaction and Adaptatio

11、n to Divorce(Psychological Science)吸引讀者目光吸引讀者目光(II)(II)nStudents Self-Reported Effort and Time on Homework in Six School Subjects:Between-Students Differences and Within-Student Variation.(JEP)nThe Answer Is Only the Beginning:Extended Discourse in Chinese and U.S.Mathematics Classrooms.(JEP)nAcadem

12、ic self-handicapping:The role of self-concept clarity and students learning strategies.(BJEP)nDoing the Things We Do:A Grounded Theory of Academic Procrastination.(JEP)nMotivational Dynamics of Childrens Academic Help-Seeking and Concealment.(JEP)nYouve Gotta Know When to Fold Em:Goal Disengagement

13、and Systemic Inflammation in Adolescence.(Psychological Science)nWhen the Need to Belong Goes Wrong:The Expression of Social Anhedonia and Social Anxiety in Daily Life.(Psychological Science)nGod Is Watching You:Priming God Concepts Increases Prosocial Behavior in an Anonymous Economic Game.(Psychol

14、ogical Science)nHow Is the Bosss Mood Today?I Want a Raise.(Psychological Science)nWho Benefits From Memory Training?(Psychological Science)nWhen more is less and less is more:The role of ideal point availability and assortment in consumer choice.(Journal of Consumer Research)nHow good gets better a

15、nd bad gets worse:Understanding the impact of affect on evaluations of known brands.(Journal of Consumer Research)nInferences of competence from faces predict election outcome.(Science)nIts critical time to think critically on the critical period hypothesis.nTry It,Youll Like It:The Influence of Exp

16、ectation,Consumption,and Revelation on Preferences for Beer(Psychological Science)nThey All Look the Same to Me(Unless Theyre Angry):From Out-Group Homogeneity to Out-Group Heterogeneity(Psychological Science)n班級大小重要嗎？班級大小重要嗎？（科學人）nThe dark side of high self-esteem.（科學人）n咖啡文化抑或是崇洋文化？咖啡文化抑或是崇洋文化？以星巴克

17、連鎖咖啡店為例（國科會計畫）n從示範效應探討技術教師對餐旅大學生衝擊的縱貫研究：做的比說的好聽？！做的比說的好聽？！（國科會計畫）n從最適經驗不適後果中解脫從最適經驗不適後果中解脫：以多元觀點探討網路遊戲成癮的心理動機本質及態度改變之道（國科會計畫）n從國民性格，歸因理論及武器效應探討航空業服務迷思：抱怨有理，極怨極理！(Mere complaint wins and extreme complaint wins more!)結語結語:n有趣現象的實徵檢驗：有趣現象的實徵檢驗：n與常識或直覺相反或不同的探討：例如，該有效果而無效果，該無效果卻有與常識或直覺相反或不同的探討：例如，該有效果而無效

18、果，該無效果卻有效果！（文化社會因素，情境因素，個人因素：情感，認知，人格）效果！（文化社會因素，情境因素，個人因素：情感，認知，人格）n既有理論的例外或異例：干擾或情境變的確認既有理論的例外或異例：干擾或情境變的確認n變項間關係：次序效果；共同效果；階層效果；流動效果；促進效果；抑制變項間關係：次序效果；共同效果；階層效果；流動效果；促進效果；抑制效果效果n既有爭論（理論間）的消弭：既有爭論（理論間）的消弭：nTAM（科技接受模型）（科技接受模型）&TPB（計畫行為理論）（計畫行為理論）n競爭假設的排除加一因子原則（高階交互作用）的實驗設計競爭假設的排除加一因子原則（高階交互作用）的實驗設計

19、nModerator model vs.Mediator modeln經典理論或計量模型在不同領域的應用擴充理論的外在經典理論或計量模型在不同領域的應用擴充理論的外在效度：效度：LTT或或IRT，DEA（經營績效），（經營績效），Data Mining，Fuzzy Theory，歸，歸因，因，TAM，TPB，認知失調，社會學習，肯定偏誤，展望理論（心理經濟，認知失調，社會學習，肯定偏誤，展望理論（心理經濟學），激勵與領導，認知心理學，管理學，社會學！學），激勵與領導，認知心理學，管理學，社會學！n大膽假設：新建構或新假說的提出大膽假設：新建構或新假說的提出Success is getting

20、what you want.Happiness is wanting what you get.再碎碎念一下下！再碎碎念一下下！n挑來挑去挑到賣龍眼：挑來挑去挑到賣龍眼：More options lead to worse choices!n融入而非現身：融入而非現身：Fitting in Matters!n坐而言不如起而行：坐而言不如起而行：Actions speak louder than words!n施比受有福啦：施比受有福啦：Giving Brings Happiness!n因為人在做天在看：因為人在做天在看：God is Watching You!Accentuate the Ne

21、gative:The Positive Effects of Negative AcknowledgmentnABSTRACTThree studies investigated the capacity of negative acknowledgment,the admission of an unfavorable quality,to elicit relatively positive responses.In Study 1,an acknowledgment that a written paragraph was confusing led individuals to rat

22、e the paragraph as clearer than they did when no acknowledgment was offered.In Study 2,a foreign speaker was rated as possessing a clearer voice when he acknowledged his strong accent than when he did not.In Study 3,a hypothetical college applicants acknowledgment of receiving less than stellar high

23、 school grades resulted in a more positive evaluation of those grades.The interpersonal risks and benefits of negative acknowledgment as an impression-management strategy are discussed.Choking and Excelling Under Pressure nABSTRACTDecrements in performance on cognitive tasks resulting from pressure

24、to perform(i.e.,choking)are thought to be caused by interference with the ability to use explicit strategies(the distraction theory).This view suggests that pressure should improve performance on tasks for which explicit strategies hamper performance.This hypothesis was tested by giving subjects one

25、 of two nearly identical learning tasks,a task that required learning a rule or one that required using a holistic information-integration strategy.Explicit rule use would hurt performance in the latter task.As predicted by the distraction theory,pressure decreased performance on the rule-based task

26、 but enhanced performance on the information-integration task.Try It,Youll Like It:The Influence of Expectation,Consumption,and Revelation on Preferences for BeernABSTRACTPatrons of a pub evaluated regular beer and MIT brew(regular beer plus a few drops of balsamic vinegar)in one of three conditions

27、.One group tasted the samples blind(the secret ingredient was never disclosed).A second group was informed of the contents before tasting.A third group learned of the secret ingredient immediately after tasting,but prior to indicating their preference.Not surprisingly,preference for the MIT brew was

28、 higher in the blind condition than in either of the two disclosure conditions.However,the timing of the information mattered substantially.Disclosure of the secret ingredient significantly reduced preference only when the disclosure preceded tasting,suggesting that disclosure affected preferences b

29、y influencing the experience itself,rather than by acting as an independent negative input or by modifying retrospective interpretation of the experience.They All Look the Same to Me(Unless Theyre Angry):From Out-Group Homogeneity to Out-Group HeterogeneitynABSTRACTPeople often find it more difficul

30、t to distinguish ethnic out-group members compared with ethnic in-group members.A functional approach to social cognition suggests that this bias may be eliminated when out-group members display threatening facial expressions.In the present study,192 White participants viewed Black and White faces d

31、isplaying either neutral or angry expressions and later attempted to identify previously seen faces.Recognition accuracy for neutral faces showed the out-group homogeneity bias,but this bias was entirely eliminated for angry Black faces.Indeed,when participants cognitive processing capacity was cons

32、trained,recognition accuracy was greater for angry Black faces than for angry White faces,demonstrating an out-group heterogeneity bias.Students Self-Reported Effort and Time on Homework in Six School Subjects:Between-Students Differences and Within-Student VariationnABSTRACTEffort on homework has a

33、 profound impact on student achievement.Researchers typically use an interindividual research design to explain homework effort.In this study with a total of 511 students from Grades 8 and 9,an interindividual perspective(focus on between-students differences)was combined with an intraindividual per

34、spective(focus on within-student differences).Multilevel modeling showed that students homework effort was a function of between-students differences in conscientiousness and within-student differences in perceived homework characteristics(subject-specific quality of tasks and homework control),perc

35、eived parental valuation of specific subjects,and homework motivation(subject-specific expectancy and value beliefs).Furthermore,a significant cross-level interaction indicated that perceived homework control by teachers had a stronger effect on students low in conscientiousness than on their more c

36、onscientious peers.The Answer Is Only the Beginning:Extended Discourse in Chinese and U.S.Mathematics ClassroomsnABSTRACTThe authors investigated the use of a particular discourse practice-continued questioning and discussion after a correct answer was provided,which they called extended discourse-a

37、nd examined the frequency and content of this practice in 17 Chinese and 14 U.S.elementary mathematics classes.They found that the Chinese classrooms had more,and spent more time in,extended discourse than did the U.S.classrooms.The content of these episodes differed:The Chinese classrooms focused m

38、ore on rules and procedures than did the U.S.classrooms,whereas the U.S.classrooms focused more on computation than did the Chinese classrooms.These findings shed light on interesting practices of discourse in both countries and also have implications for current U.S.reforms in mathematics pedagogy.

39、Doing the Things We Do:A Grounded Theory of Academic ProcrastinationnABSTRACT The authors conducted a grounded theory study of academic procrastination to explore adaptive and maladaptive aspects of procrastination and to help guide future empirical research.They discuss previous research on the def

40、inition and dimensionality of procrastination and describe the study in which interview data were collected in 4 stages,identifying 33 initial categories and 29 macrothemes.Findings were validated by member checks.The authors describe in detail informants perceptions of procrastination,which were us

41、ed to construct a 5-component paradigm model that includes adaptive(i.e.,cognitive efficiency,peak experience)and maladaptive(i.e.,fear of failure,postponement)dimensions of procrastination.These dimensions,in turn,are related to conditions that affect the amount and type of procrastination,as well

42、as cognitive(i.e.,prioritizing,optimization)and affective(i.e.,reframing,self-handicapping)coping mechanisms.The authors propose 6 general principles and relate them and the paradigm model to previous research.Limitations of the research are discussed,as well as implications for future theory develo

43、pment and validation.Motivational Dynamics of Childrens Academic Help-Seeking and ConcealmentnABSTRACTModels of self-regulated learning and of childrens coping both consider help-seeking an adaptive response to academic problems,yet students do not always seek help when it is needed,and help-seeking

44、 generally declines across early adolescence.A study of 765 children in elementary and middle school(Grades 3-6)during fall and spring of the same school year investigated whether motivational resources predicted help-seeking and whether losses in motivational supports across the middle school trans

45、ition mirrored age declines.As predicted,3 motivational self-perceptions were tightly correlated with coping in fall and spring;relatedness was the primary predictor of increases in help-seeking,whereas a sense of incompetence predicted increases in concealment.Teacher reports of motivational suppor

46、t also predicted changes in student coping and were mediated by childrens self-perceptions.Analyses of reciprocal effects of students help-seeking and concealment on changes in teacher support corroborated hypothesized cycles in which motivationally rich children,by constructively seeking help,becom

47、e richer,whereas motivationally poor children,by concealing their difficulties,become poorer.Age differences in childrens motivational resources across the transition to middle school paralleled age differences in help-seeking and concealment.Youve Gotta Know When to Fold Em:Goal Disengagement and S

48、ystemic Inflammation in AdolescencenABSTRACTThe notion that persistence is essential for success and happiness is deeply embedded in popular and scientific writings.However,when people are faced with situations in which they cannot realize a key life goal,the most adaptive response for mental and ph

49、ysical health may be to disengage from that goal.This project followed 90 adolescents over the course of 1 year.Capacities for managing unattainable goals were assessed at baseline,and concentrations of the inflammatory molecule C-reactive protein(CRP)were quantified at that time,as well as 6 and 12

50、 months later.To the extent that subjects had difficulties disengaging from unattainable goals,they displayed increasing concentrations of CRP over the follow-up.This association was independent of potential confounds,including adiposity,smoking,and depression.Because excessive inflammation contribu