工作要求對工作倦怠與學習倦怠之影響－探討職學衝突之中介效果與
回復自我效能之調節效果

李明棋

doi:10.6846/TKU.2017.01043

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工作要求对工作倦怠与学习倦怠之影响－探讨职学冲突之中介效果与回复自我效能之调节效果

The Influence of Job Demand on Job Burnout and School Burnout－Exploring the Mediating Effect of Work-School Conflict and the Moderating Effect of Recovery Self-Efficacy

李明棋 , 硕士　　导师：汪美伶　　

繁体中文 DOI： 10.6846/TKU.2017.01043

工作要求；职学冲突；工作倦怠；学习倦怠；回复自我效能； Job Demand ； Work-School Conflict ； Job Burnout ； School Burnout ； Recovery Self-Efficacy

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摘要 │ 参考文献 (102) │ 国际计量

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Along with the prevalence of higher education and the increasing number of educational institutions in Taiwan, more and more and employees have spent their leisure time coming back to school for learning so as to improve their job-related skills and pursue for career development. However, these adult learners are often encountered with work-school conflicts resulting from the combined multiple roles played in the fields of workplace and school, and work-school conflicts have been found related to negative consequences, such as dropping from school and exacerbating job performance. The statistics from Ministry of Education further indicates that job demands are the main factor predicting these adult learners’ suspension or dropping out from school. As such, this current study integrates the job demand-resources (JD-R) model with conservation of resource (COR) theory to examine the influence of job demands on job burnout and school burnout as well as investigate the mediating role of work-school conflicts between job demands and burnout. In addition, this study attempts to explore the moderating role of recovery self-efficacy in the relationship between job demands and wok-school conflicts. 
A cross-sectional survey of working employees enrolled in the courses of Master degree at the universities of Taiwan was undertaken. The final sample consisted of 454 adult learners. Results of the hierarchical regression analysis reveals that job demands had significant positive relationships with work-school conflicts, job burnout, and school burnout. Work-school conflicts were also positively related to job burnout and school burnout. Furthermore, work-school conflicts were found to partially mediate the relationship between job demands and job burnout as well as school burnout. However, recovery self-efficacy did not moderate the positive relationship between job demands and work-school conflicts. Based on these findings, both theoretical and practical implications are discussed.

参考文献 ( 102 ) 〈TOP〉

朱倩仪(2009)。在职进修成人学习者思考风格与创造力之相关研究。屏东教育大学学报。32期:页359-392。
连结：
吴焕烘与林志丞(2011)。国中教师社会支持、教师自我效能与工作倦怠相关研究以角色压力为中介变项。嘉大教育研究学刊，26期: 页25-56。
连结：
林育玮（2009）。一所私立幼稚园教师在职进修需求之研究。幼儿教育，293卷:页58-80。
连结：
施智元（2009）。短期社教研习成人学习者学习中辍因素之研究。国立台东大学教育所硕士论文，台东县。
连结：
张妤玥、陆洛 (2011)。工作家庭双介面之要求、资源与职家冲突关连之性别差异。商略学报，3卷1期:页25-38。
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使用DOI作为永久连结

引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。