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軍隊與軍校強調高效完成任務，易引發軍事領域人員的身心壓力，近年為緩解壓力，嘗試結合虛擬實境（VR）進行心理治療，然實證研究仍在起步階段。正向心理與教育心理領域認為虛擬實境創造沉浸體驗，有助於協助個體舒緩負向情緒與提升正向心理特性，尤其是在日常生活中難以營造的敬畏情緒（awe）體驗。本研究採實驗法與受試者間設計，探討沉浸性虛擬實境對軍校生正向情緒與行為的影響效果，將100名軍校大學生區分實驗組（採用3D虛擬實境）與對照組（採用2D投影），在觀賞敬畏情緒誘發影片後，填答心理評量並接受利社會行為測量。本研究結果認為：一、全體研究參與者（不論組別）經敬畏情緒激發後，皆能引發感恩情緒、靈性幸福感與利社會行為傾向等正向心理特性；二、虛擬實境體驗後所提升敬畏情緒，產生兩條影響路徑，第一條為「敬畏情緒、感恩情緒、靈性幸福感」，第二條為「敬畏情緒、靈性幸福感、利社會行為」，感恩情緒與靈性幸福感分別具有中介效果；三、僅有虛擬實境情境所激發的敬畏情緒與利社會行為傾向才能預測具體利社會行動；四、虛擬實境適合運用於低年級軍校生提升正向情緒與行為之用。本研究根據上述研究結果，提供軍校教育與心理輔導具體建議，以促進軍校生的心理健康。 Introduction Virtual reality (VR) is an established medium that effectively elicits positive emotions by inducing a variety of authentic emotional responses. This technology offers an interactive, immersive, and realistic experience that enables vivid presentation of emotion-inducing stimuli, which are typically difficult to replicate in real-life scenarios. Given the challenge of replicating awe-inducing scenarios in traditional laboratory settings, few studies have investigated the concept of awe emotions (Silvia et al., 2015). However, advancements in VR technology have enabled researchers to overcome these obstacles. The military field is an early adopter of VR technology. Traditional military training requires substantial human and material resources to be effective. In this context, VR technology can be employed to address limitations such as budget constraints and disparities between training environments and actual battlefields. It enables soldiers to train in a comparatively safe environment, thereby reducing the likelihood of personnel and equipment damage, increasing self-efficacy, and eliciting near-realistic cognitive and emotional responses. Immersive VR with three-dimensional imaging is a technology that enables users to experience sensory perceptions, emotions, and physiological responses (Chirico et al., 2016). It facilitates body ownership through virtual cues, influencing both cognitive and sensory experiences (Slater & Banakou, 2021). VR induces the Proteus effect, in which virtual roles and behaviors become integrated into an individual’s self-concept and affect their real-life behavior (Yee & Bailenson, 2007). Awe emotions promote the development of social cohesion by aligning individual goals with group values (Keltner & Haidt, 2003). Stellar et al. (2017) argued that emotions such as gratitude foster social commitment and prosocial behavior. Awe reduces an individual’s sense of self-importance and facilitates group integration and positive social interactions. These emotions not only improve spiritual well-being but also enhance prosocial behaviors. Generally, research has reported that VR involves technological challenges and variable efficacy in terms of eliciting awe emotions (Saredakis et al., 2020). The present study investigated the potential of VR in the military context, specifically its effect on the psychological attributes (e.g., awe, gratitude, and spiritual well-being) and prosocial behaviors of military cadets. The following research questions were posed: 1. Can exposure to natural environments in VR elicit awe, gratitude, spiritual well-being, and prosocial behaviors in military cadets? 2. Does VR enhance these emotional and behavioral tendencies in this group? 3. Can VR effectively promote specific prosocial behaviors among this group? Methods In this quasi-experimental study, university students were recruited through social media platforms from a military school in northern Taiwan. After completing an online pretest questionnaire on awe emotions, the participants were stratified by grade and gender. Subsequently, they were randomly assigned to either an experimental group or a control group to ensure the comparability of their pretest scores. Each participant received an NT150 voucher as a token of appreciation for their participation. After the participants were briefed at scheduled times and locations, they engaged in their respective activities. The control group was asked to watch a two-dimensional awe-inspiring video on a large screen and complete a questionnaire that was used to obtain informed consent and for a psychological assessment and analysis of prosocial behavior. After completing similar briefing and consent procedures, the experimental group was asked to use VR devices to watch the same video and complete the same questionnaire. Prosocial behavior was assessed as part of the experiment, and all participants received their vouchers at the end of the study, regardless of the amount they originally donated. A total of 184 cadets were initially included in the study. After excluding cadets with incomplete responses, scheduling conflicts, and those who were unreachable, 100 military cadets were finally included in the study. These cadets were equally divided into an experimental group and a control group, with 50 cadets in each. The experimental group comprised 14 freshmen and 12 cadets each in their sophomore, junior, and senior years, with an equal number of male and female participants. The control group comprised 16 freshmen, 12 sophomores, and 11 students each in their junior and senior years, with 26 male and 24 female participants. Results and Discussion Exposure to awe-inspiring stimuli enhance the positive emotions and increase the resources of military cadets. The benefits of these effects include increased feelings of gratitude, a heightened sense of spiritual well-being, and a boost in motivation and concrete behaviors that are beneficial to group and societal welfare. Military academy training often induces negative emotions in students. The current study suggests that integrating positive emotions such as awe into military education can improve the physical and mental well-being of military cadets. Military educators should encourage their students to actively adopt positive emotions and altruistic thinking. Such a shift toward fostering positive emotions, rather than solely mitigating negative ones, can improve the psychological health and adaptability of military cadets. Overall, awe can be elicited in military cadets through natural environments characterized by vastness. This effect is prominent in the context of VR. These awe emotions can further induce feelings of gratitude and spiritual well-being in the cadets, with gratitude serving as a mediating factor. With a sense of spiritual well-being, awe emotions typically lead to prosocial tendencies, indicating a mediating effect. However, gratitude did not play a significant mediating role in the effect of awe on prosocial behavior. This suggests that awe emotions induced through VR for promoting prosocial behavior are not only related to connecting with others but also to an enhanced sense of life meaning. Therefore, awe is an emotion capable of self-transcendence and is beneficial in promoting group welfare (Keltner & Haidt, 2003; Stellar et al., 2017). In this study, although the proposed awe model was also valid for the control group, the total effect size was more favorable in the experimental group. Only the prosocial behavioral tendencies induced in the VR environment led to an increase in the volume of donations and the decision to donate among military cadets. These findings indicate that the utilization of VR in military academy settings fosters concrete prosocial behaviors among students. Overall, this study confirms the prosocial behavior pathway of awe proposed by Perlin and Li (2020), who employed the “quiet ego theory of awe”. According to this theory, after an awe emotion is elicited in a military cadet, cognitive adaptation does not lead to a diminution of the self (disproving the small-self theory) but rather to robust development, thereby achieving balance between the self and the group. This process triggers interdependent self, which leads to the development of altruistic and prosocial behaviors. Therefore, the pathway to prosocial behavior in military cadets may not be solely stimulated by feelings of gratitude. As awe intensifies, self-oriented and other-oriented perspectives lose their mutual exclusivity. Specifically, awe increases the collective concern and awareness of “us” in military cadets, which closely aligns with the values of unity and collective well-being emphasized in military education. Rather than the small-self theory, the prosocial behavior stimulated by awe in military cadets aligns with quiet ego theory and the objectives of military academy education.

基於近年對恆毅力（grit）理論架構與其運用領域具高度爭議性，本研究主要目的是建構與驗證我國軍校生恆毅力概念內涵，並且編製「軍校生恆毅力量表」（Military Cadets’ Grit Scale,MCGS）。研究共區分四項子研究：研究一採問卷調查法，邀請442名軍校生填寫Grit-S量表（恆毅力短量表）（Duckworth & Quinn, 2009），發現量表結構不適配；研究二採用深度訪談法，訪談高恆毅力者及低恆毅力者計四名，分析結果發現我國軍校生恆毅力內涵與Duckworth等人 （2007）所提出的二階雙因子概念有所不同；研究三使用概念構圖法，邀請20名軍校生建構軍校生恆毅力內涵，經多元度量法與集群分析將結果區分成五個子概念；研究四則依前述結果編製「軍校生恆毅力量表」，邀請3,520位軍校生接受紙筆自陳式問卷調查。經各項分析檢驗後，本研究發現：一、軍校生恆毅力量表為「目標認同」、「人際支持」、「自我效能」、「成長思維」、「正向因應」等五個子因素所組成的二階因素結構。二、軍校生恆毅力量表整體模型檢定合理適配，且具有良好的信度與效度。三、軍校生恆毅力量表具備良好的外在效標關聯效度。四、軍校生恆毅力現況研究分析發現男性恆毅力高於女性；學生年級與軍校生恆毅力程度愈正比。最後，本研究提出相關建議供未來研究與教育方案擬訂參考。 The concept of grit was first proposed by Duckworth et al. (2007) and categorized into two types: “Consistency of Interest” (Grit-CI) and “Perseverance of Effort” (Grit-PE). These authors developed the Grit Scale (Duckworth et al., 2007), which was later adapted into the Short Grit Scale (Grit-S) (Duckworth & Quinn, 2009). Grit can improve students’ academic performance and predict future behavior (Cosgrove et al., 2018; Eskreis-Winkler et al., 2014; Park et al., 2018). Some military studies have reported that grit is significantly related to soldier performance. Eskreis-Winkler et al. (2014) determined that grit, intelligence, years of education, and physical performance could predict the training pass rate of United States Army Special Forces soldiers, with grit exhibiting the strongest predictive ability. The United States Military Academy undertook a series of studies and concluded that the most critical factor affecting the successful completion of cadet basic training was grit (Maddi et al., 2012). Most researchers maintain that grit is a real concept; however, some dispute the accuracy of available scales. The correlation between Grit-CI and Grit-PE is low, and they cannot be combined into a high-level factor. Grit is also problematic because of its domain-related and cultural limitations (Credé et al., 2017). Therefore, before we can apply the concept of grit, we must identify its role and validate means for measuring it. Few studies have investigated grit in Taiwan, and even fewer have done so in the context of military education. Our research was divided into four substudies, namely the verification of the Grit-S, interviewing of military cadets, the application of the concept mapping method for exploring and conceptualizing grit, and the development of the Military Cadets’ Grit Scale (MCGS). The research objectives were as follows: 1. Conduct a comprehensive examination of the concept of grit, as defined by Duckworth et al. (2007), to determine its applicability to military cadets. 2. Identify the structure of military cadets’ grit. 3. Develop and validate the MCGS. Study 1 In Study 1,422 cadets completed the Grit-S, which was used to determine whether the definition of perseverance proposed by Duckworth et al. (2007) could be applied to military cadets. The results revealed either negative or close-to-zero correlations between Grit-CI and Grit-PE items. Although a two-factor correlation model had a good fit, the correlation coefficient between Grit-CI and Grit-PE was nonsignificant; thus, Grit-S could not extract higher-level factors. Study 1 demonstrated that the second-order and two-factor concepts of grit proposed by Duckworth et al. (2007) could not be applied to our military cadets. This result was consistent with that obtained by Datu et al. (2016), who reported that, in non-Western cultures, Grit-CI and Grit-PE cannot be merged into a single second-order factor. This result addressed our first research objective, indicating that grit as a concept requires further analysis. Study 2 Four cadets with either high or low grit were interviewed (recommended by their captains). The interview topics were school life, family profile, personality, and future military plans. All the participants were senior male cadets. The military cadets with high grit possessed a strong interpersonal support system, approached their work with a positive attitude, identified strongly with the military school ethos, regarded difficulties as challenges, and adopted positive response strategies. Furthermore, the key factors affecting their performance were psychological. The results demonstrated that perseverance preceded passion for these cadets, which is consistent with the structure of grit in collectivist cultures (Datu, 2017). For the cadets, accomplishing tasks was considered more critical than exhibiting passion for long-term engagement. Even without passion, they could rely on their reserves of perseverance to complete their tasks. However, perseverance alone cannot explain grit in its entirety (Duckworth, 2016); therefore, Study 3 was conducted to broaden our research. Study 3 In Study 3, we invited 20 military cadets to use concept mapping, multidimensional scaling, and cluster analysis to construct the concept of grit. The results indicated that military cadets’ grit comprised five dimensions, namely goal commitment, interpersonal support, self-efficacy, growth mindset, and positive response. The cadets exhibited a high degree of commitment to their goals and expressed the belief that the military school could assist them in professional development. The cadets with high grit had a strong interpersonal support system, and this result is consistent with that of Study 2. They also had a high degree of self-efficacy and perceived themselves as having sufficient ability to engage in military-related activities. The high-grit military cadets exhibited positive cognition (a growth mindset) and action (positive response) as well as a greater passion for life, flexibility, and positivity in daily life than did the low-grit cadets. With these results, the second objective of this research was achieved. Study 4 According to the findings of the first three studies, in Study 4, we developed the first draft of the MCGS, which comprised 100 items pertaining to the aforementioned five dimensions. The development of the MCGS was divided into two stages. In the first stage, 1,282 military cadets were recruited for a pilot study, and the collected data were analyzed through Exploratory Factor Analysis, Confirmatory Factor Analysis (CFA), and internal consistency, resulting in a final 23-item version. In the second stage, 1,284 military cadets were enrolled, and their data were collected and analyzed using CFA, measures of reliability, and criterion-related validity. The result validated the five dimensions and second-order structural model of the MCGS. In addition, all participants had moderate to high levels of grit; men’s grit was higher than that of women, especially regarding goal commitment and self-efficacy. Moreover, the level of grit increased with cadet grade. Discussion and Conclusion The conceptual structure of grit is domain-specific and contextually adaptable. Although grit as a concept is meaningful in various cultures, a re-examination of its connotations is necessary (Datu et al., 2018). In collectivist societies, grit has a strong effect on perseverance (Datu et al., 2016) because, unlike individualistic cultures that emphasize the pursuit of personal goals, collectivist cultures stress the importance of interpersonal harmony (Kwan et al., 1997). Individuals with high grit are sensitive to the social and cultural environment, and to achieve group goals, they tend to pursue personal goals only in certain situations. High-grit military cadets exhibit strong perseverance but are more likely to fulfill the expectations of others when pursuing goals. Military cadets’ grit is composed of five dimensions. If they have a stronger commitment to goals, their performance is more effective. The higher a cadet’s level of grit is, the more emphasis they place on how to achieve goals in a self-reliant manner. Interpersonal support includes the cognitive, emotional, and material guidance that individuals receive from their interactions with others; it can considerably improve one’s health and reduce negative thinking (Calvo-Francés & Alemán-Ruiz, 2017; McLean et al., 2017). Self-efficacy, in this context, refers to the confidence military school students have in their own knowledge and skills. Cadets with high self-efficacy pursue more long-term goals, have a stronger sense of goal commitment, and take greater interest in learning than do those with low self-efficacy. The growth mindset refers to cadets’ positive thinking, flexibility, and belief that the future can be changed; they are particularly capable of facing challenges effectively and viewing them positively. Positive response refers to cadets’ positive behavior. Military cadets often respond to difficulties positively, believing that if they do not confront setbacks, more time will be spent addressing them later. Therefore, positive thinkin and behavioral response assist military cadets in persisting and adapting to the military environment. The grit of cadets is a trait that can potentially be cultivated through education and training. Our results demonstrated that grit increased significantly with the cadets’ time in military school. Therefore, assisting first-year cadets in establishing a strong interpersonal support system, strengthening goal commitment, improving self-efficacy, promoting a growth mindset, and enhancing their positive response ability can cultivate cadets’ grit and increase their motivation toward military activities.

過去研究指出，不同成年期於圓滿人生有差異，但缺乏探究全心學習、情緒創造、品味能力及圓滿人生之關係。本研究旨在探究成年早期與成年中期於全心學習、情緒創造、品味能力及圓滿人生的模式建構和其差異比較。本研究者以 616 位成人為對象，藉由實徵資料蒐 集，使用描述統計、結構方程式模型進行分析。研究結果發現：一、成年早期與中期的品味能力於全心學習與圓滿人生之間有中介效果，但情緒創造僅在成年早期的全心學習與圓滿人生間有中介效果；二、成年早期與中期的情緒創造透過品味能力對全心學習與圓滿人生之間 扮演遠程中介角色；三、成年中期在新奇產生、變通性、圓滿人生、仁福─正向情緒、玩福─全心投入、和福─意義認同、敬福─勝任要求，以及樂福─樂天知命上的平均得分，均顯著高於成年早期；四、成年早期於情緒準備與情緒新奇上的平均得分，顯著高於成年中期。 最後，根據研究結果，針對生活與未來研究方向提出各項建議。 Literature indicates potential differences of flourishing life in adulthood. However, studies on these differences in relation to mindful learning, emotional creativity, and capacity to savor are scant. This study therefore constructed a model to study the relationships among mindful learning, emotional creativity, capacity to savor, and flourishing life in early and middle adulthood. In total, 616 adults randomly selected from Northern, Central, and Southern Taiwan participated in this study. Analysis methods included descriptive statistics and structural equation modeling. The results demonstrated the following: (1) The capacity to savor in early and middle adulthood can mediate the prediction from mindful learning to flourishing life, whereas in early adulthood alone, emotional creativity has a mediator effect for the prediction from mindful learning to flourishing life. (2) In early and middle adulthood, emotional creativity to capacity to savor plays a serial mediating role in the prediction from mindful learning to flourishing life. (3) The scores of novelty producing, flexibility, flourishing life, benevolence-blessing positive emotions, playfulness-blessing engagement, harmony-blessing identify meaning, respectful-blessing competent requirements, and optimism-blessing optimistic attitude were significantly higher in middle adulthood than in early adulthood. (4) The scores of emotion preparedness and emotion novelty were significantly higher in early adulthood than in middle adulthood. Based on these results, suggestions regarding life practice and future research are discussed subsequently.

瞭解選擇數學領域的原因，可讓學生評估自己、教師鼓勵學生，以此達到適性發展的目的。本研究以國際數學與科學教育成就趨勢調查2011 年八年級5,042 位學生資料，進行社會認知生涯理論驗證，接著加入學校、教師和父母情境影響變項，採取部分最小平方法結構方程式模型進行分析。研究結果顯示：符合社會認知生涯理論的興趣模型和選擇模型主要路徑假設，數學職業選擇意圖受結果期待與學習興趣的直接影響，而自我效能則是產生較多間接影響；加入情境因素後，只有教師教學對自我效能具中等重要性，但要透過學習興趣、自我效能或結果期待來對數學職業意圖產生影響，直接影響的效果量偏低；其他如「學校氣氛」和「父母協助」等因素，其直接或間接影響效果也都微乎其微。本研究依據研究結果，提出 相關建議。 Understanding the reasons for selecting mathematics as their intended career can help students become familiar with their own goals and help teachers encourage their students to achieve “talent development.” By using data from TIMSS 2011 (2011 Trends in International Mathematics and Science) on 5,042 eighth-grade students from Taiwan, the current study confirmed the Social Cognitive Career Theory (SCCT) and accounted for situational variables, such as school, teacher, and parent characteristics. The partial least squares structural equation modeling results confirmed the main path hypotheses of SCCT and demonstrated that math outcome expectations and interests have a direct effect on the students’ career-choice intention, whereas self-efficacy has an indirect effect. SCCT included situational variables to demonstrate that teacher instruction had moderate implications on self-efficacy and an indirect effect on the career-choice intention, with regard to student interests, self-efficacy, and outcome expectations. Other situational variables, such as school atmosphere and parental support, had little-to-no effect on the career-choice intention. Finally, some conclusions and suggested applications were stated.

本研究旨在比較僑生與本地生的目標設定、全心學習、意志力及巔峰幸福之模型建構和其差異情況。研究對象共計 826 位大學生，其中有 559 位為僑生，本地生則為 267 位。在資料分析上，採用描述統計、t 考驗、多變量變異數分析及結構方程式模型。研究結果顯示：一、 僑生與本地生的全心學習在目標設定對巔峰幸福的路徑關係上，扮演中介角色，而意志力並未對巔峰幸福的路徑達到顯著關係；二、本地生的意志力在目標設定對巔峰幸福扮演中介角色，僑生的意志力則未扮演中介角色；三、本地生及馬來西亞籍僑生在「目標接受」、「意識注意控制」、「內隱注意控制」、「正向情緒」與「勝任要求」上，均顯著高於港澳籍僑生。最後，本研究依據研究結果，針對高等教育及未來研究提出建議。 In the multicultural context, this study explored relationships and compared differences among goal setting, mindful learning, volition, and flourishing of overseas Chinese students and local students. In total, 826 college students were recruited from Taiwan’s universities and colleges, including 559 overseas Chinese students and 267 local students. Data were collected and analyzed using description statistics, t test, multivariate analysis of variance, and structural equation modeling. The results demonstrated that: (1) The mediator effects of local and overseas Chinese students’ mindful learning and volition on the route from goal setting to flourishing exhibited no significant effects by volition on flourishing. (2) For local students, volition played a full mediator role between goal setting and flourishing, but for overseas Chinese students, volition did not play a mediator role. (3) The scores of local students and Malaysian overseas Chinese students for goal acceptance, conscious attention control, implicit attention control, self-determination, positive emotions, and competent requirements were significantly higher than those of Hong Kongese and Macanese overseas Chinese students. Finally, based on the results and findings, several implications and concrete suggestions for higher education and future research were proposed.

本研究運用結構方程式模型中的中介模型，探索個別化教學透過自我歸因、學習動機等因素，對補救教學學習成效之影響關係的探討；樣本乃抽取臺灣地區國中、國小參與補救教學的學生共2,168人。本研究先進行個別化教學對學習成效直接影響效果的檢測，發現其標準化迴歸係數為 .86，達顯著。進一步分析則發現，部分中介模型優於完全中介模型。故本研究歸納得出的結論為：個別化教學能夠直接影響補救教學學生的學習成效，且個別化教學亦可 透過自我歸因、學習動機等因素，間接影響補救教學學生的學習成效。根據上述結果，本研究提出結論與對教育當局的建議。 The study was commissioned under the contract of the K-12 Education Administration. In this study, 2,168 students in Taiwan who joined the remedial instruction program were randomly selected. A mediation model was applied to analyze the procedure by which individualized teaching influences the learning outcomes of remedial instruction through self-attribution and learning motivation. The analysis results suggested that the direct effect of individualized teaching on the learning outcome was .86. Furthermore, the partial mediation model was more acceptable than the complete mediation model. The results obtained from the partial mediation model are provided as follows: Individualized teaching affected the learning outcomes of low-achieving students who received remedial instruction directly and indirectly through self-attribution and learning motivation. Finally, on the basis of the results, conclusions were drawn, and several policy-making suggestions were proposed for educational authorities in Taiwan.

基於近年對恆毅力（grit）理論架構與其運用領域具高度爭議性，本研究主要目的是建構與驗證我國軍校生恆毅力概念內涵，並且編製「軍校生恆毅力量表」（Military Cadets' Grit Scale, MCGS）。研究共區分四項子研究：研究一採問卷調查法，邀請442名軍校生填寫Grit-S量表（恆毅力短量表）（Duckworth ＆ Quinn, 2009），發現量表結構不適配；研究二採用深度訪談法，訪談高恆毅力者及低恆毅力者計四名，分析結果發現我國軍校生恆毅力內涵與Duckworth等人（2007）所提出的二階雙因子概念有所不同；研究三使用概念構圖法，邀請20名軍校生建構軍校生恆毅力內涵，經多元度量法與集群分析將結果區分成五個子概念；研究四則依前述結果編製「軍校生恆毅力量表」，邀請3,520位軍校生接受紙筆自陳式問卷調查。經各項分析檢驗後，本研究發現：一、軍校生恆毅力量表為「目標認同」、「人際支持」、「自我效能」、「成長思維」、「正向因應」等五個子因素所組成的二階因素結構。二、軍校生恆毅力量表整體模型檢定合理適配，且具有良好的信度與效度。三、軍校生恆毅力量表具備良好的外在效標關聯效度。四、軍校生恆毅力現況研究分析發現男性恆毅力高於女性；學生年級與軍校生恆毅力程度愈正比。最後，本研究提出相關建議供未來研究與教育方案擬訂參考。

軍隊與軍校強調高效完成任務，易引發軍事領域人員的身心壓力，近年為緩解壓力，嘗試結合虛擬實境（VR）進行心理治療，然實證研究仍在起步階段。正向心理與教育心理領域認為虛擬實境創造沉浸體驗，有助於協助個體舒緩負向情緒與提升正向心理特性，尤其是在日常生活中難以營造的敬畏情緒（awe）體驗。本研究採實驗法與受試者間設計，探討沉浸性虛擬實境對軍校生正向情緒與行為的影響效果，將100名軍校大學生區分實驗組（採用3D虛擬實境）與對照組（採用2D投影），在觀賞敬畏情緒誘發影片後，填答心理評量並接受利社會行為測量。本研究結果認為：一、全體研究參與者（不論組別）經敬畏情緒激發後，皆能引發感恩情緒、靈性幸福感與利社會行為傾向等正向心理特性；二、虛擬實境體驗後所提升敬畏情緒，產生兩條影響路徑，第一條為「敬畏情緒、感恩情緒、靈性幸福感」，第二條為「敬畏情緒、靈性幸福感、利社會行為」，感恩情緒與靈性幸福感分別具有中介效果；三、僅有虛擬實境情境所激發的敬畏情緒與利社會行為傾向才能預測具體利社會行動；四、虛擬實境適合運用於低年級軍校生提升正向情緒與行為之用。本研究根據上述研究結果，提供軍校教育與心理輔導具體建議，以促進軍校生的心理健康

瞭解選擇數學領域的原因，可讓學生評估自己、教師鼓勵學生，以此達到適性發展的目 的。本研究以國際數學與科學教育成就趨勢調查2011 年八年級5,042 位學生資料，進行社會 認知生涯理論驗證，接著加入學校、教師和父母情境影響變項，採取部分最小平方法結構方 程式模型進行分析。研究結果顯示：符合社會認知生涯理論的興趣模型和選擇模型主要路徑 假設，數學職業選擇意圖受結果期待與學習興趣的直接影響，而自我效能則是產生較多間接 影響；加入情境因素後，只有教師教學對自我效能具中等重要性，但要透過學習興趣、自我 效能或結果期待來對數學職業意圖產生影響，直接影響的效果量偏低；其他如「學校氣氛」 和「父母協助」等因素，其直接或間接影響效果也都微乎其微。本研究依據研究結果，提出 相關建議

本研究運用結構方程式模型中的中介模型，探索個別化教學透過自我歸因、學習動機等因素，對補救教學學習成效之影響關係的探討；樣本乃抽取臺灣地區國中、國小參與補救教學的學生共2,168人。本研究先進行個別化教學對學習成效直接影響效果的檢測，發現其標準化迴歸係數為.86，達顯著。進一步分析則發現，部分中介模型優於完全中介模型。故本研究歸納得出的結論為：個別化教學能夠直接影響補救教學學生的學習成效，且個別化教學亦可透過自我歸因、學習動機等因素，間接影響補救教學學生的學習成效。根據上述結果，本研究提出結論與對教育當局的建議。