# Construct

## 管院課程內容：環境、作業、整體印象,不同作業間的交互影響（是否潛意識裡就對管理學院作業產生不滿）
## 我對商管涉略程度
## 我的Personality
## 管院學生的 Professional development through critical thinking

# 命題討論
### 二 管院課程很水：

研究動機：

DV:

1.對於管院課程的水的程度1~10分 只做單一 重點放在IV 各個評分的實質意涵

1-5 很水 水 普通 不水 非常不水 social norm(朋友都認為)

2.對於其他院的水的認知程度 (去做比較)

需不需要比較對象，是全部學院放一起或單一學院，牽涉到外校樣本可不可以

IV:

性別

年齡....

交換生？

從老師獲得反饋的數量

作業數量

對於管院同學的看法 / 對於其他學院同學看法

對於老師的看法

作業類型可能會影響

期末考跟報告形式（空談或是實際）？

課程作業或考試是否有明確指標？

作業或授課內容難易度

GPA/所花時間（自我評估)

原就讀科系(理工/文科 可能理工學生比較容易覺得水?)(大學部系級，研究所請填大學部。學校需要有管院)

修過管院課數量多寡?

修課目的

A＋的比例：

填答人的成績

higher level:

ＥＭＢＡ：

請問你們學校有沒有管理學院！

social norm

class goal

既定印象

申請學校有名->ＧＰＡ

兩三個construct(自己認為比較重要的)

ＣＶ：

來自何方（北部 南部

國外（香港
（）

研究方法：

對台大學生廣撒問卷

看類似的學院

ex: 商學院

# New to Discuss
#### 辰安

Problem Solving Ability (覺不覺得有修過管院課程的人有這個能力可能影響對課程評價)

[The Chinese version of the social problem-solving inventory: Some initial results on reliability and validity](https://d1wqtxts1xzle7.cloudfront.net/44093615/The_Chinese_version_of_the_social_proble20160325-22635-9tsylm-with-cover-page-v2.pdf?Expires=1667997197&Signature=USXgdihMG8M1XUR~nKh5MgvJW7qKoY2MzJc~GRHV-x0unN82gBjcBQ0KKVVNbxFuU7Bax7gMU-sn40uUIXbMHgU647oSVXH4BQG89psKSh35TyLXuOrnqirfDBsyx1iaxkFap6WsqE2eP3U8hpthaYgDuJDLQLqSLTG9sPE1V1wqTBR2TF-0yzcGw58pG0zTOUCcZS1b9n3I2HXMHaVqs8VpupqHPFFgJrhYFiOJHAdRIJKD~6l3U46QU8BdRC1xIHtx~DQmYqXDIqESAtxUzSnyoKAJUOrN~q6v7Ryb2KnU6hWolGzO4kCYizhkAs40bZgYNd~xbKvySM2SCP-bXg__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA)

有五個 subscale，這篇文章是把原版翻譯成中文並且實驗效力，但找不到翻譯過的版本，先放原版。

There are 5 subscales of the 52-item SPSI-R.

1. Positive Problem Orientation (PPO), which assesses a constructive problem-solving set with the following characteristics: general disposition to appraise problems as challenging, an optimism that problems can be solved, a belief in one’s own personal ability to solve problems successfully, and a willingness to commit oneself to solving problems.
2. Negative Problem Orientation (NPO), which assesses a dysfunctional or inhibitive cognitive-emotional set that involves the general tendency to view problems as significant threats, pessimism about one’s ability to solve problems, and nearly immediate frustration and upset when confronted with problems.
3. Rational Problem Solving (RPS), which assesses the degree of rational, deliberate, systematic, and skilful application of effective problem-solving principles and strategies.
4. Impulsivity/Carelessness Style (ICS), which is a deficient problem-solving pattern characterized by active problem-solving attempts that are narrow, impulsive, careless, hurried, and incomplete.
5. Avoidance style (AS), which assesses another defective problem-solving pattern characterized by procrastination, passivity, inaction, or dependency.

其中 Rational Problem Solving 應該比較有關係，所以問項只取這個 (評分1~5)

1. weigh and compare the consequences of each option
2. use a systematic method for comparing alternatives
3. examine feelings and see how they may become better
4. get facts about the problem
5. keep in mind the goal
6. try to get more specific and concrete information
7. analyze what went right and wrong
8. examine factors contributing to problems
9. evaluate if the situation has changed for the better
10. consider the effects of options on my feelings
11. approach problems from many angles
12. predict positive and negative effects of options
13. consider both immediate and long-term consequences
14. think of as many options as possible
15. practice solutions to increase chance of success
16. find out what was wrong with the outcome and try again
17. set a specific goal

---

柏瑞
sort: https://docs.google.com/document/d/1of6D8Hl_EhGFoOVyHnE4YoeGNT6g3WEo_FMwry5bxLI/edit

**[Exploring the Relationship between Mindfulness and Innovation in Engineering Students](https://par.nsf.gov/servlets/purl/10043005)**

**1.**As part of your undergraduate coursework so far (including courses you are currently taking), have you taken courses that include any of the following topics or components?

- Art, dance, music, theater, or creative writing
- Computer science
- Theory of design
- Designing and/or prototyping things or ideas
- Business or enterprise topics (including entrepreneurship or venture creation) Leadership topics
- Interaction with students from non-engineering majors

2.Below are various extra- and co-curricular activities you may have been involved in while an undergraduate. Many of these have to do with innovation and/or entrepreneurship; others are more general to the college experience. Please mark which of the following you have done during your undergraduate years so far (including activities you are currently doing).

- Participated in a business or entrepreneurship club
- Participated in a community service-based club (e.g., Engineers Without Borders, Design for America, EPICS) Participated in a design club
- Participated in a robotics club
- Participated in other student clubs or groups in engineering
- Participated in other student clubs or groups outside of engineering
- Entered a business plan, business model, or elevator pitch competition
- Entered a design or invention competition
- Entered a social entrepreneurship/social innovation competition (e.g., the Dell Social Innovation Challenge)
- Made use of a maker space/design or inventors studio/prototyping lab
- Attended a career related event or meeting (e.g., a college career fair, a one-on-one meeting with a career counselor) Attended a speaker series or related presentations about entrepreneurship and/or innovation
- Attended a start-up bootcamp (e.g., Start-up Weekend, 3-Day Startup)
- Attended a presentation on a new engineering technology, process, or design (outside of class)
- Lived in a residential or dorm-based engineering program/engineering living-learning community
- Lived in a residential or dorm-based entrepreneurship or innovation program/entrepreneurship or innovation living learning community
- Received funding from a program to finance new ideas
- Led a student organization
- Started or co-founded a student club or other student group on campus
- Started or co-founded your own for-profit or non-profit organization

---

**[Student Perceptions Concerning their Experience in a Flipped Undergraduate Capstone Course](https://files.eric.ed.gov/fulltext/EJ1122893.pdf)**

學生對課程的態度、感想以及認為課程對其學習的幫助。分為三個 Construct：

1. 學生對學習的態度

（1 = 不總是適用於我、2 = 偶爾、3 = 中立、4 = 大部分、5 = 總是適用於我）

- I am confident I understood the basic concepts taught in this course.
- I am confident I can apply the knowledge I have learned in this course in future tasks.
- I expect that I will receive an excellent grade in this course. (X)
- I believe that being part of a team has improved my grades in this course. (Group)
- I am certain I grasped the skills that were taught in this course.
- I believe I can perform independently with the knowledge I have gained in this course.
- When I studied in appropriate ways, I was able to learn the material in this course.
- If I tried hard enough, then I understood the course material.
- I am confident I did an excellent job on the assignments and tests in this course.
- I believe solving problems in a group was an effective way for me to learn. (Group)
- I am certain I understood the most difficult material presented in the readings for this course.
- I believe solving problems in groups has led to better decisions than solving problems on my own. (Group)
- The ability to work with my peers in this class was a valuable experience for me. (Group)
- The ability to collaborate with my peers was necessary for me to be a successful student in this class. (Group)
- Collaborating with my peers helped me to be a better student. (Group)
- Working in teams in class has been a productive way for me to spend class time. (Group)
- It was my own fault if I didn't learn the material in this course.
- If I didn't understand the course material, it was because I didn't try hard enough.
1. 學生學習的動機

（1 = 非常不同意、2 = 不同意、3 = 中立、4 = 同意、5 = 非常同意）

- During this course, my team and I have worked well together. (Group)
- I am satisfied with the grade that I believe I have earned in this course.
- I have found that my team has motivated me to work more collaboratively in this course. (Group)
- I made sure I kept up with the weekly readings and assignments for this course.
- The members of my team encouraged each other to give their best efforts. (Group)
- I have found that my team has motivated me to work harder in this course. (Group)
- The members of my team maintained high standards of performance. (Group)
- I believe I could have done more to receive the grade I wanted in this course. (Group)
1. Professional development through critical thinking

（1 = 非常不同意、2 = 不同意、3 = 中立、4 = 同意、5 = 非常同意）

- Whenever I read or heard a statement or conclusion in this course, I thought about possible alternatives.
- I was given the appropriate resources to do well in this course.
- I tried to play around with ideas of my own related to what I was learning in this course.
- I treated the course material as a starting point and tried to develop my own ideas about it.
- Solving problems in a group was an effective way to apply what I have learned. (Group)
- Being part of a team discussion has improved my ability to think through a problem. (Group)
- I have found that being part of a team has helped to challenge previous ideas and improve my learning. (Group)
- When a theory, interpretation, or conclusion was presented in class or in the readings, I tried to decide if there was good supporting evidence.
- I have found that being on a team has helped me become better at problem solving. (Group)

---------------------------
# Paper Here

class goal or 印象 辰安

1. [Revisiting the benefits of performance-approach goals in the college classroom: exploring the role of goals in advanced college courses](https://www.sciencedirect.com/science/article/pii/S0883035504000357?casa_token=P5_Eel8D2UcAAAAA:t9FasSw9MuelxkftccLdYZ17XW1ryz1R4NIbLMwl-UtmFJ-imq42kdjn3nmL2_tBfyoN_gjcJw)Mastery goal climate
1. This course has stimulated and challenged students to learn new things
2. The instructor is concerned about students’ progress, not just their overall grades
3. The coursework is varied and interesting
4. The instructor seems to know when students are struggling with the material, and adapts his or her approach to their level
5. Grades and feedback in this course are geared toward learning the material
6. The instructor is available and willing to help students with their assignments
7. The instructor provides feedback that helps students improve their work
8. The instructor views errors or mistakes as part of the learning process

Performance goal climate

1. Success in this course depends on how students perform compared to others
2. Grades are over-emphasized in this course
3. The class environment has been competitive
4. Students refrain from participating unless they know they have the right answer
5. Success in this course depends on impressing the instructor
6. The classroom environment has been high pressured
7. [Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model:](https://www.researchgate.net/profile/Alois-Niggli/publication/232497302_Predicting_homework_effort_Support_for_a_domain-specific_multilevel_homework_model/links/5433fcda0cf2dc341daf2a8d/Predicting-homework-effort-Support-for-a-domain-specific-multilevel-homework-model.pdf) Items From the Multi-Item Homework Scales Homework completion compliance/homework effort
1. I often copy [subject] homework from others. (R, S1, S2)
2. I’ve recently been doing my [subject] homework to the best of my ability. (S1, S2)
3. I often do my [subject] homework just before the lesson or during breaks. (R, S1, S2)
4. I do my best on my French homework. (S2)
5. I always try to finish my French homework. (S2)
6. Homework concentration I often get distracted when doing my [subject] homework. (R, S1)
7. It often takes me longer than necessary to do my [subject] homework because my mind’s not on it. (R, S1)
8. I do my [subject] homework in one go without interruptions. (S1)
9. I concentrate hard when I do my [subject] homework. (S1)
10. Expectancy beliefs If I make an effort, I can do all my [subject] homework. (S1, S2)
11. I often feel completely lost in my [subject] homework. (R, S1, S2)
12. If I have difficult [subject] homework, I know where to look to find the right answer. (S1, S2)
13. When I’m trying to do my [subject] homework, I often think I’ll never understand it. (R, S1, S2)
14. If I don’t understand something in [subject], I’m at a complete loss and don’t know how to catch up. (R, S1, S2)
15. Whether or not I do my French homework, I don’t understand a thing in the lesson anyway. (R, S2)
16. I sometimes really dread French homework. (R, S2)
17. If I want to, I’ll always find a way to do my French homework correctly. (S2)
18. I know exactly what I have to do at home to keep up in French lessons. (S2)
19. If I don’t understand something in French, I know where to look it up. (S2) Value beliefs Our [subject] homework takes a lot of time and is of little use to me. (R, S1, S2)
20. I don’t learn much from our [subject] homework. (R, S1, S2)
21. There is no point in my doing [subject] homework. (R, S1, S2) [Subject] homework helps me understand the material covered in the lesson better. (S1, S2)
22. I always learn something from doing French homework. (S2)
23. It makes barely any difference to me whether I do my French homework or not. (R, S2)
24. Homework quality Our [subject] teacher knows what homework to give us so that we understand the material covered in the lesson. (S1)
25. Our [subject] teacher almost always chooses homework assignments really well. (S1)
26. Our [subject] teacher often sets homework without really putting much thought into it. (R, S1)
27. I sometimes have the feeling that our [subject] teacher only sets homework because it’s expected of him/her. (R, S1)
28. Everyone can learn from our discussions of the homework in French, no matter how good they are. (S2)
29. In French, our discussions of the homework often help us to really understand the assignments. (S2)
30. There is a lot of drilling and repetition in French homework. (S2) French homework really makes us think. (S2)
31. Our French teacher varies the difficulty of homework assignments. (S2)
32. It is important to do our French homework because we often refer back to it in class. (S2)
33. Homework control If we haven’t done our [subject] homework, we get into trouble with our teacher. (S1, S2)
34. Our [subject] teacher gets really angry if we haven’t done our homework. (S1, S2)
35. If someone hasn’t done their [subject] homework, there will be negative repercussions. (S1, S2)
36. Our French teacher insists that we do our homework properly. (S2)
37. Our French teacher checks to make sure that we’ve all done the homework. (S2)
38. Parental provision of help My parents help me with French if I ask them. (S2)
39. My parents always help me if I get stuck with my French homework. (S2)
40. I can always ask my parents if I don’t understand something in French. (S2)
8. [College students’ homework and academic achievement: The mediating role of self-regulatory beliefs](https://link.springer.com/article/10.1007/s11409-008-9028-y)**Home Quality:** These items were rated on a Likert rating scale ranging across: 1 (never), 2 (seldom), 3 (often), 4 (usually), and 5 (always)
1. “Do you have a regular time to study?”
2. “Do you have a regular place to study?”
3. “Do you estimate the time needed to complete your assignments before you begin studying?”
4. “How often do you set task priorities when you do homework?”
5. “How often do you complete your daily assignments?”

**Items of the SELF**

1. When you miss a class, can you find another student who can explain the lecture notes as clearly as your teacher did?
2. When your teacher’s lecture is very complex, can you write an effective summary of your original notes before the next class?
3. When a lecture is especially boring, can you motivate yourself to keep good notes?
4. When you had trouble understanding your instructor’s lecture, can you clarify the confusion before the next class meeting by comparing notes with a classmate?
5. When you have trouble studying your class notes because they are incomplete or confusing, can you revise and rewrite them clearly after every lecture?
6. When you are taking a course covering a huge amount of material, can you condense your notes down to just the essential facts?
7. When you are trying to understand a new topic, can you associate new concepts with old ones sufficiently well to remember them?
8. When another student asks you to study together for a course in which you are experiencing difficulty, can you be an effective study partner?
9. When problems with friends and peers conflict with schoolwork, can you keep up with your assignments?
10. When you feel moody or restless during studying, can you focus your attention well enough to finish your assigned work?
11. When you find yourself getting increasingly behind in a new course, can you increase your study time sufficiently to catch up?
12. When you discover that your homework assignments for the semester are much longer than expected, can you change your other priorities to have enough time for studying?
13. When you have trouble recalling an abstract concept, can you think of a good example that will help you remember it on the test?
14. When you have to take a test in a school subject you dislike, can you find a way to motivate yourself to earn a good grade?
15. When you are feeling depressed about a forthcoming test, can you find a way to motivate yourself to do well?
16. When your last test results were poor, can you figure out potential questions before the next test that will improve your score greatly?
17. When you are struggling to remember technical details of a concept for a test, can you find a way to associate them together that will ensure recall?
18. When you think you did poorly on a test you just finished, can you go back to your notes and locate all the information you had forgotten?
19. When you find that you had to “cram” at the last minute for a test, can you begin your test preparation much earlier so you won’t need to cram the next time?

既定印象 俊易

1. [Development and Validation of Gender Stereotype Scale.](https://www.researchgate.net/profile/Arjun-Sekhar-Pm/publication/342515183_Development_and_Validation_of_Gender_Stereotype_Scale/links/5ef8debe458515505078f193/Development-and-Validation-of-Gender-Stereotype-Scale.pdf)

TransPhobia：4、8、12、16、20

Masculinity：3、7、11、15、19、22

Patriarchy：2、6、10、14、18、21、23

Femininity：1、5、9、13、17

(Strongly Disagree、Disagree、Neutral、Agree、Strongly Agree)

1. Women should not spend money without husband’s approval.
2. Virginity is more important for a woman than for a man.
3. Men have more socialization skills.
4. Transgenders have no emotional maturity.
5. It is not fair for a woman to spend money for her parents without getting permission from her husband.
6. Husbands have the rights to often force wives to have sex with them even if they are not interested.
7. Men are better at making financial decisions.
8. Transgenders have AIDS and other sexually transmitted diseases.
9. Women should not laugh louder.
10. A young girl should not be given much freedom as boys enjoy.
11. Boys need sports activities for their physical and psychological development more than girls.
12. There are only two group of gender- male and female.
13. It is wrong for a woman to go out after midnight.
14. Long hair for women and short hair for men are the appropriate hair style.
15. Women are not capable of taking risks as men are.
16. A transgender woman can’t rear a child like a mother.
17. A women should not attempt to take up all kinds of typically male tasks.
18. Women should cook and do house work.
19. Men are mentally stronger than women.
20. Transgenders cannot lead a normal life.
21. Women are responsible for raising children.
22. Men are ready to take any risks.
23. Husbands should be more educated than their wives.
24. [Stereotype content model explains prejudice for an envied outgroup: Scale of anti-Asian American stereotypes.](https://journals.sagepub.com/doi/pdf/10.1177/0146167204271320?casa_token=WI02DzNb_mQAAAAA:cn8xsVVPTtCshR33971znr7Oqr7_7vxTDCJXTZxqFlm7D4Puy8lOVg0b9fkey4naoLIJlNRhfLx2_g)

Sociability item：2、4、7、8、11、13、14、15、16、18、21、23、25

Competence item：1、3、5、6、9、10、12、17、19、20、22、24

1. Asian Americans seem to be striving to become number one.
2. Asian Americans commit less time to socializing than others do.
3. In order to get ahead of others, Asian Americans can be overly competitive.
4. Asian Americans do not usually like to be the center of attention at social gatherings.
5. Most Asian Americans have a mentality that stresses gain of economic power.
6. Asian Americans can sometimes be regarded as acting too smart.
7. Asian Americans put high priority on their social lives.
8. Asian Americans do not interact with others smoothly in social situations.
9. As a group, Asian Americans are not constantly in pursuit of more power.
10. When it comes to education, Asian Americans aim to achieve too much.
11. Asian Americans tend to have less fun compared to other social groups.
12. A lot of Asian Americans can be described as working all of the time.
13. The majority of Asian Americans tend to be shy and quiet.
14. Asian Americans are not very “street smart.”
15. Asian Americans know how to have fun and can be pretty relaxed.
16. Most Asian Americans are not very vocal.
17. Asian Americans are a group not obsessed with competition.
18. Asian Americans spend a lot of time at social gatherings.
19. Oftentimes, Asian Americans think they are smarter than everyone else is.
20. Asian Americans enjoy a disproportionate amount of economic success.
21. Asian Americans are not as social as other groups of people.
22. Asian Americans are motivated to obtain too much power in our society.
23. Most Asian Americans function well in social situations.
24. Many Asian Americans always seem to compare their own achievements to other people’s.
25. Asian Americans rarely initiate social events or gatherings.

(7、9、15、17、18、23：reverse-scored item.)

找類似學院概念 Vincent

1. [Influences on Students' Choice of College Major](https://www.proquest.com/docview/202821294?pq-origsite=gscholar&fromopenview=true)

Issues question and result:

1. What general factors influence the major selected by incoming freshmen and transfer students?
1. The most influential factor overall was interest in the subject
2. potential for career
3. potential job opportunities
4. level of pay in the field
5. college's reputation in the field
2. Are the factors that influence freshmen and transfer students different depending on gender?

Parent

highschool counselor

University open house

1. Man are more pay attention to:
1. Level of pay in the field
2. Potential career advance
3. potential job opportunities
2. Women are more pay attention to:
1. by their aptitude in the subject
2. related course taught in high school
3. What factors influence later changes of major?
4. Positive:
1. Advising night
2. Parent
3. Interest in subject
4. Introduction course
5. job opportunity
6. discussion with other student
7. Instructor
5. negative:
1. Carrer job
2. Instructor
3. Low level compensation
4. Parent
6. Are the factors that influence changes of major different depending on gender?

The difference between women and men's answer is not that much, but the researcher found that women tend to change majors because of their interest while men are more likely to change because it has better job opportunities.

There is a question lis that the researcher use in the link above

1. [Motivation and expectations for choosing the field of Electrical Engineering: students' perceptions](https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9819987&casa_token=GbT_qcczXT0AAAAA:1JE2ECXlLPpc_KkBRsK-O3C-YgCFJTgKjUJaQ_2XVMVQ5a6zWWEjLuCic8sPwyVE23H5cSMj)

Top Reason:

- Desire to work in this area (interested)
- High demand job
- Wide Coverage

key point:

- student are more likely in renewable energy field and Mechanical stuff
- There is also a lot of student which struggle planning their job in the future (34%)
- Even Though they are in technology field, but their knowledge about technology is little bit lack
1. [Choosing Business as a College Major: A Survey of High School Students](https://www.researchgate.net/profile/Steven-Chen-13/publication/272789831_Choosing_Business_as_a_College_Major_A_Survey_of_High_School_Students/links/57c1b1d708aeda1ec38cf415/Choosing-Business-as-a-College-Major-A-Survey-of-High-School-Students.pdf)

Source of information:

- Parent
- Internet
- College website
- Friends

Key point:

- High school students tend to be A idealistic, whereas college students have the ability to relate their abilities to their choice of majors and prospective careers
- Male student are more interested in technology field, while female student tend to seek what is their ideology
- For high school students, money is the primary motivator for their choice of major and university.
- Some students may choose majors that are Easy A or take fewer years to achieve graduation
- Background of your family and your environment really impact on choosing your school major

------

# Scale:

是否修過電機學院的課？ / 是否修過管院的課？

if true:
End-of-semester interest
同意～不同意

這堂課很有趣 / 管理學院的課很有趣
我很享受這堂課 / 我很享受管理學院的課
這堂課純屬浪費我時間 / 管理學院的課純屬浪費我時間
我不太喜歡這堂課 / 我不太喜歡管理學院的課
我很高興我修了這堂課 / 我很高興我修了管理學院的課
我對這堂課非常失望 / 我對管理學院的課非常失望
我喜歡這堂課的講師 / 我喜歡管理學院的課的講師
我會推薦這堂課給其他人 / 我會推薦管理學院的課給其他人

1. This psychology course has been interesting
2. I enjoy this course very much
3. This course has been a waste of my time (reversed)
4. I do not like this course very much (reversed)
5. I am glad I took this course
6. I am disappointed with this course (reversed)
7. I like my instructor
8. I would recommend this course to others

這堂課的成績取決於與其他學生相比你的表現如何
這堂課過分在意成績
這堂課的環境非常的競爭
這堂課的成績取決於講師對你的印象
課堂環境非常高壓

1. Success in this course depends on how students perform compared to others
2. Grades are overemphasized in this course
3. The class environment has been competitive
4. Students refrain from participating unless they know they have the right answer
5. Success in this course depends on impressing the instructor
6. The classroom environment has been high pressured

給一堂你沒修過但聽過的課

是否有作業／報告 / in-class exercise？

if true:
Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model:
非常同意～非常不同意

我不能從從這堂課的作業中學到很多(R)
老師知道要給我們什麼樣的作業幫助我們了解課程內容
這堂課的作業會幫助我了解課程內容
我在做作業時總是學到新知識
我做作業與否幾乎沒有任何差別(R)
如果我有努力，我一定可以完成所有作業

如果我在做作業時遇到困難，我知道哪裡可以尋求幫助(R)

如果我不了解這堂課中的概念與知識，我會完全脫軌並且不知道如何補上(R)

我有時會對這堂課的作業感到恐懼(R)

我完全知道如何在家追上課程進度
The homework takes a lot of time and is of little use to me.
I don’t learn much from homework.
Our teacher knows what homework to give us so that we understand the material covered in the lesson.
The homework helps me understand the material covered in the lesson better.
I always learn something from doing homework
It makes barely any difference to me whether I do my homework or not.
If I make an effort, I can do all my homework.
I often feel completely lost in my homework.
If I have difficult homework, I know where to look to find the right answer.
When I’m trying to do my homework, I often think I’ll never understand it.
If I don’t understand something in courses, I’m at a complete loss and don’t know how to catch up.
Whether or not I do my homework, I don’t understand a thing in the lesson anyway.
I sometimes really dread French homework.
If I want to, I’ll always find a way to do my homework correctly.
I know exactly what I have to do at home to keep up in courses.

評分1~5，請選擇敘述中與自身情況相符合的程度（Much less than others to Much more than others）
較常使用 Extraversion、Conscientiousness、Autonomy、Agreeableness。
Extraversion 人格特質：外向、活力充沛的 vs. 孤獨的、含蓄的
愛說話。
含蓄的。(R)
精力充沛的。
具有很大的熱情。
比較安靜。(R)
外向，好交際。

Agreeableness 人格特質：友善的、有同理心的 vs. 批判性的、理性的
樂於助人，無私的。
天性寬以待人。
幾乎對每個人都很體貼和友善。
喜歡和他人合作。

Conscientiousness 人格特質：有效率的、有規劃的 vs. 豪邁的、粗心的
工作很周密。
是個可信賴的人。
傾向缺乏條理。(R)
比較懶惰。(R)
堅持到任務完成。
做事有效率。
訂定計畫並貫徹。

Emotional Stability 人格特質：敏感的、多愁善感的 vs. 性格堅韌的、有自信的
壓抑而憂鬱。
可能會緊張。
擔心很多。
情緒穩定，不容易煩惱。(R)
容易緊張。

Autonomy 人格特質：有創意的、好奇的 vs. 始終如一的、謹慎的
具有獨創性，會產生新點子。
有獨創性，深刻思考。
想像力豐富。
善於創造。
重視藝術、美學經驗。
僅有一點點藝術興趣。(R)
精通美術、音樂、文學。

對商業管理涉略程度

請問您有沒有上過管理學院開設的課程（例如投資學、策略管理）？
以下是您在大學期間可能參與的各種課外活動，其中許多與創新或商業有關。請標記您在大學期間到目前為止所做的以下哪些（包括目前正在參與的活動）
1. 參加過商業或創業相關的社團（例如台大證券投資研究社、NTU Consulting Club、集思算嗎？？？）
2. 參加過商業提案、商業模式或簡報相關競賽（例如全國大專院校商業個案大賽）
3. 參加過關於商業或創業相關的演講
4. 領導學生組織(例如系隊、社團、系學會等)

[The Engineering Entrepreneurship Survey: An Assessment Instrument to Examine Engineering Student Involvement in Entrepreneurship Education](https://www.researchgate.net/profile/Nathalie-Duval-Couetil/publication/263220140_The_Engineering_Entrepreneurship_Survey_An_Assessment_Instrument_to_Examine_Engineering_Student_Involvement_in_Entrepreneurship_Education/links/569d4cd508aed27a702f9f98/The-Engineering-Entrepreneurship-Survey-An-Assessment-Instrument-to-Examine-Engineering-Student-Involvement-in-Entrepreneurship-Education.pdf?_sg%5B0%5D=started_experiment_milestone&origin=journalDetail)
請評分您對以下內容的同意程度(Please rate your level of agreement with the following)非常同意~非常不同意
1.我對於商業與管理議題很有興趣
2.我想成為創業家
3.我對商業與管理有想法
4.我對商管相關課程很有興趣
5.商管教育可以拓展我的職涯前景和選擇
6.我想/我會透過參加社團學習商管知識
I have a general interest in the subject of entrepreneurship
I want to become an entrepreneur
I have an idea for a business product or technology
I am interested in taking entrepreneurship classes
Entrepreneurship education can broaden my career prospects and choices
I would like to learn about entrepreneurship in my engineering courses
請評估您以下有關商管的技能與知識的水平(Please rate your level of knowledge or skill in the following areas related to entrepreneurship.)
拙劣,低於平均,平均,高於平均,優異(Poor,Below average,Average,Above average,Excellent)
1.領導力
2.專案管理
3.競爭分析
4.財務與會計(商管基礎課程)
5.市場研究
6.廣告與推廣
7.商業計劃
8.商業模型
9.溝通技巧
10.演講/簡報技巧
11.分析技巧
12.處理不確定性的能力
Leadership
Project Management
Competitive analysis
Finance and accounting
Market research
Advertising and promotion
Business plan
Business model
Communication skills
Presentation skills
Analytical skills
Ability to deal with uncertainty

# 問卷

我們想調查你對管理學院課程的意見(如果有上過課，請按照自己的修課經驗填寫，如果沒有，請按照你想像中的管院課程填寫）
Course
1. 管理學院的課很有趣 DVSE1
2. 我覺得修管理學院的課是令人高興的 DVSE2
3. 我覺得修管理學院的課很享受 DVSE3
4. 我會推薦管理學院的課給其他人 DVSE4
5. 我不太喜歡管理學院的課 DVSE5
6. 我對管理學院的課非常失望 DVSE6
7. 上管理學院的課純屬浪費時間 DVSE7
8. 我喜歡管理學院課程的講師 DVSE8

Stress
1. 課堂環境非常高壓 S1
2. 使你的講師印象深刻將提高管理學院的課堂成績 S2
3. 管理學院的課堂環境非常競爭 S3
4. 管理學院的課過度在意成績 S4
5. 管理學院的課程成績取決於相對其他學生的表現 S5

DV2
1. 管理學院課程內容具有挑戰性 DV01
2. 管理學院課程很嚴格 DV02
3. 我不用花多少時間準備管理學院課程考試 DV03

Homework-value belief
1. 管院課程作業會花我很久的時間卻對我沒什麼用 Hw01
2. 我無法從管理學院的課程作業中學到很多 Hw02
3. 管理學院課程作業通常無關緊要 Hw03
4. 此題請填「普通」 Attension Attack1
5. 管理學院課程作業會幫助我理解課程 Hw04
6. 管理學院課程作業不會幫助我學到東西 Hw05
7. 我能在管理學院課程中學到些什麼 Hw06
8. 我做管理學院課程作業與否不會有影響 Hw07

personality

1. 愛說話
2. 含蓄的
3. 精力充沛的
4. 具有很大的熱情
5. 比較安靜
6. 外向，好交際
7. 樂於助人，無私的
8. 天性寬以待人
9. 幾乎對每個人都很體貼和友善
10. 喜歡和他人合作
11. 工作很周密
12. 是個可信賴的人
13. 傾向缺乏條理
14. 可能會緊張
15. 比較懶惰
16. 堅持到任務完成
17. 做事有效率
18. 訂定計畫並貫徹
19. 壓抑而憂鬱
20. 擔心很多
21. 情緒穩定，不容易煩惱
22. 容易緊張
23. 具有獨創性，會產生新點子
24. 有獨創性，深刻思考
25. 想像力豐富
26. 善於創造
27. 重視藝術、美學經驗
28. 僅有一點點藝術興趣
29. 精通美術、音樂、文學

Business

1. 我對於商業與管理議題很有興趣
2. 我想成為創業家
3. 我對商業與管理有想法
4. 我對商管相關課程很有興趣
5. 商管教育可以拓展我的職涯前景和選擇
6. 我想/我會透過參加社團學習商管知識
7. 領導力
8. 專案管理
9. 競爭分析
10. 財務與會計(商管基礎課程)
11. 市場研究
12. 廣告與推廣
13. 商業計劃
14. 商業模型
15. 溝通技巧
16. 演講/簡報技巧
17. 分析技巧
18. 處理不確定性的能力

SPS（對管院學生的印象）

1. 管院的學生有衡量並評價各種方案後果的能力
2. 管院的學生能有系統性的比較各種備選方案
3. 管院的學生能省視眾人的感受，並想方法使之變好
4. 管院的學生能獲取與問題有關的事實
5. 管院的學生能牢記目標
6. 管院的學生會尋找更具體的資訊
7. 管院的學生能分析對錯
8. 管院的學生能檢驗什麼因素會造成問題
9. 管院的學生能考慮方案對自身感受的影響
10. 管院的學生能從多個角度解決問題
11. 管院的學生能預測方案的正負面影響
12. 管院的學生能考慮短期和長期後果
13. 管院的學生能想出盡可能多的方案
14. 管院的學生能實踐解決方案以增加成功的機會
15. 管院的學生能設定一個具體的目標
16. 管院的學生能找出結果出了什麼問題，然後再試一次

課堂難易程度
1. 我認為不用花太多時間為管理學院課程考試學習
2. 管理學院課程內容具有挑戰性
3. 管理學院課程很嚴格

課堂滿意度
1. 我對管理學院課程非常滿意
2. 管理學院課程內容對我以後的工作是有用的
3. 管理學院課程內容會增加了我的履歷的價值

# 簡報＆文件製作

## 摘要
本研究欲了解台大學生中對於「管院很水」、「可以很輕易獲取高分」的刻板印象形成的原因。研究目的是為了協助管院與講者改善此一印象，進而提升學生選擇修習管院課程的意願。
本研究從作業難易度、填答者性格、學生問題解決能力、對於商管領域涉略深淺、課堂環境等方向這幾個角度切入，探討這些構面是否會影響學生對於管理學院課程的印象。本研究利用「問卷調查法」進行研究資料的蒐集，以 281 份學生填答的有效問卷為基礎，並且透過 SmartPLS 進行資料分析，用以檢驗驗證假說。
研究結果發現：
（1）提升作業難易度有助於降低管院課程很「水」的印象
（2）提升管院學生問題解決能力有助於降低管院課程很「水」的印象。

關鍵詞：刻板印象、課程評價、學生能力
## 緒論
* 動機
主要源自於普遍台大的學生都有「管院很水」、「可以很輕易獲取高分」這種印象，「課程很水」意思是指該課程不需要付出太多努力，即可以獲取高或相對不錯的成績回報，在社群平台上常見諸如此類的發言。但在一篇由台大學生會所發佈的系院平均成績排名中排名最高的並非管院相關科系，這就引起我們對這個研究主題的興趣，管院課程有可能並不如學生們印象中的一般容易獲取高分，究竟還有哪些因素是形成此種印象的主因？

* 研究目的：
揭發為什麼多數學生認為管院課程很「水」的原因，以期能協助管院與講者改善此一印象。

* 研究流程：
本研究之研究流程如圖所示，先確立研究背景與目的之後，針對
課程滿意度、
課程難易度、
作業難易度、
填答者性格、
學生問題解決能力、
對於商管領域涉略深淺、
課堂環境
等進行文獻探討，，並依據研究目的與文獻決定研究架構與假說，並進行問卷設計，而後發放問卷並回收，在針對回收資料做分析，驗證假說，最後提出結論與建議，了解什麼影響了大眾對於管理學院課程的印象。


* 研究方法：
* 研究變數
由於在查找相關文獻時並沒有研究曾做過相同的主題，因此在研究變數的部分需要透過我們自己來做發想，並查找該研究變數在過去相關文獻中所使用的問項。
本研究透過討論以及文獻探討找尋有哪些因素是造成此印象可能的結果？如：性別、年齡、老師、作業、成績、科系等等。
本研究認為與形成此一印象有關的變數為：「課程品質」、「作業內容」、「對管院學生的整體印象」、「對商管領域的涉略程度」、「個性」、「課堂壓力」。而「系級」、「是否曾修習過管院課程」則是潛在的調節變數。以下將分別介紹各個變數以及其定義：

課程品質：由於並沒有研究在衡量課程是否很「水」，故本研究透過課程的難易度與滿意度來衡量一堂課的品質，將其設為應變數。採用在(R Sebastianelli, 2015)中所提及衡量課程滿意度與難易度的問項，以了解填答者所認為的填答品質。

作業內容：作業是學生在課外時間學習的動機之一，也是檢驗學生是否確實吸收課程內容的方式。本研究透過對作業的預期、作業品質、難易度衡量作業的內容，將其設為自變數其中之一，問項來自（U Trautwein, 2006）經由本研究翻譯而成的版本，內容包含預期作業時間、作業與課程內容之間的關係。

對管院學生的整體印象：本研究認為對管院學生的整體印象會影響填答者對於管院課程的印象，就如同一般人會認為醫學系的高材生所修習的課程一定相當精實。若是在填答者的人際關係中有能力佳的人修習管院課程，可能或多或少會影響其對管院課程的印象。故本研究將其設為自變數之一，並透過（Andrew M.H. Siu, 2005）中的理性解決問題的能力作為衡量管院學生整體印象的方式。

對商管領域的涉略程度：一般認為若是學生對於所學習的領域有所認知，了解課程教授相關知識的原因以及其實務應用，其對於該課程的學習動機會相較強烈，對於課程的印象也應該有所影響。本研究將其設為自變數其中之一，並採用(B Rieken, 2017)以調查填答者本身對於商管領域的涉略程度，問項包含是否參與相關社團、競賽，或是主動接觸相關知識。

個性：特定個性可能與對事物看法的印象形成有所關聯，故本研究將其將其設為自變數其中之一，透過(陳清煌, 2021)中所使用的中文版五大人格特質量表作為問項，以調查填答者所屬的個性。

課堂壓力：課堂壓力會影響學生對該課程的印象，一般而言，課堂壓力較大的課通常被認為是一堂具有較精實的內容，學生本身也會因為其壓力而較專注於課程當中。在(Kenneth E.Barron, 2003)的研究中透過成績取得的壓力作為衡量課堂壓力的方式，故本研究將課堂壓力設為自變數其中之一，並採用其問項作為評估方式。

另外本研究認為是否身為管院學生以及是否有實際修習過管院課程可能會對管院課程的印象有所改變，於是將此二者設為調節變數，並透過分析檢查其對於課程印象的影響。

## 文獻探討與假說發展
Opening(如果有需要再加入)：
據我們目前所知，過去並沒有針對學生對於課程印象的研究，因此以與刻板印象相關的研究方向探詢。在與刻板印象的相關研究中(PM and Parameswari 2020)(Lin, Monica H., et al 2005)，其研究流程多半先透過多數人的討論以確認常見的刻板印象，並經由專家認定具有代表性的問項。我們嘗試複製此一流程決定研究中的假說，以及根據其相關研究搜尋已具有信效力的問項。根據我們的討論以及教授的提點，我們將以課程的滿意度與難易度作為應變數，作業難易度、填答者性格、學生問題解決能力、對於商管領域涉略深淺、課堂環境作為自變數，並針對這些題目進行文獻探討與假說發展。

* 課程品質與滿意度、難易度：
隨著「翻轉教室」(Flipped Classroom)與線上學習的趨勢，學習逐漸朝向多元化、自主化的方向發展。然而這種與傳統授課有別的教學模式難以透過過去的理論衡量學生是否有確實從課程中學習到課程內容所欲傳達的知識，而且在線上教學模式中往往大幅的減少師生互動的頻率，老師甚至無法確定學生是否有專注精神在課程中。為了解決此一問題，目前即有部分研究在探討如何在上述這些新興的授課方式中衡量學生對於該課程的滿意度、學習成效等等的指標(M Paechter, 2010)。
過去在探討如何評量課程品質的研究中，(OP McCubbins, 2016)以學生對學習的態度、學生學習的動機、是否能夠透過靈活思考促進專業能力的發展，這三個構面來衡量日漸增加的翻轉教室課程的品質。其研究方式中問卷的多數問項需要學生實際通過課程後才能有效的作答。(Rose Sebastianelli, 2015)則是研究了與課程內容、師生互動相關的六個因素，如何影響學生對線上碩士在職專班學程 (MBA) 的學習、滿意度和課程品質的看法。該研究也透過問卷方式調查學生對於課程內容、課程難易度、師生互動程度以及對於課程的滿意度。其研究結果顯示課程內容以及師生互動程度對於滿意度有較顯著的影響。

* 作業品質:
課堂作業通常是根據課程所學出題，希望學生在完成作業的過程中扎實的複習，完成課程設計之初的目標，因此被認為與課程成果有關(Achievement)。如(Trautwein, Ulrich, 2007)的研究結果顯示作業花費的時間、課堂作業的頻率、完成作業所需付出的努力程度皆對於達到課程目標有所影響。
作業對於學生而言，是在課程時間外學習的動機之一，大部分學生通常會因為作業、考試等原因於課程以外的時間複習所學之相關知識。若是學生在功課上花費較多的時間，將有可能影響到其對於該課程的印象。作業的難易度與學生需要花費多少努力完成作業(Homework Effort)息息相關。在過去研究中(Trautwein, Ulrich, et al 2006)認為完成作業所需付出的努力程度除了在文獻中所提到的學生自己是否能夠完成作業的期望感(Expectancy)，以及完成作業後能夠為學生自己帶來的價值(Value Beliefs)之外，作業本身的特性(Homework Characteristics)也會有所影響，如作業的數量、要求的品質等等。綜上所述，本研究提出以下假說：
H1：課程作業的品質會正面影響學生對管院課程的印象。

* 學生問題解決的能力:
對於課程的印象，有一部分來自於課程的學習成果。也就是修習並通過該課程的學生是否具備該課程的相關知識與能力。而管院課程多是在傳授學生如何思考並解決問題的能力。因此我們認為管院學生解決問題的能力會正面影響他人對管院課程的印象。而在(Siu and Shek 2005)中將衡量問題解決能力量表翻譯成中文並且實驗其效力，其中衡量指標分成五個構面，填答者對解決問題的樂觀與悲觀態度、系統性分析並解決問題的理性程度、衝動粗心的行事風格、遇事迴避拖延的心態。綜上所述，本研究提出以下假說：
H2：學生問題解決的能力會正面影響學生對管院課程的印象。

* 對於商管領域涉略深:
一般認為若是學生對於所學習的領域有所認知，了解課程教授相關知識的原因以及其實務應用，其對於該課程的學習動機會相較強烈，對於課程的印象也應該有所影響。
(Beth Rieken, 2017)根據社會認知理論(Social Cognitive Theory)調查大學畢業生對於商管領域涉略的程度是否對於創新、學習能力有顯著的影響。因此本研究提出下列假說：
H3：個人商管涉略程度會正面影響學生對管院課程的印象。

* 課堂環境的壓力:
課業成績壓力是學生多種壓力的來源之一(SE Ross, 1999)，成績的壓力可以視為課堂環境壓力的主要原因，許多學生往往最關注的不是能不能從課程中學到甚麼，而是能不能通過這門課程，或是能不能取得好成績以為其 GPA 增添多一分的色彩。在(Kenneth E.Barron, 2003)的研究之中，其便將成績取得的難易度作為衡量課堂環境壓力的指標。問項內容包含課程內容是否過分強調成績、成績是否取決於導師的印象等等。綜上所述，本研究提出以下假說：
H4：課堂環境的壓力會正面影響學生對管院課程的印象。

* 填答者性格:
五大人格特質(A.A. Jolijn Hendriks, 1999)對於個體的影響相當廣泛，如大學志願選填(M Humburg, 2017)。五大人格特質包含：外向性(Extraversion)、宜人性(Agreeableness)、嚴謹性(Conscientiousness)、情緒敏感性(Emotional Stability)、經驗開放性(Open to experience)，不同類型的人格特質源自於個體在成長過程中的經歷，且會影響其在人生處世上的做法與想法。例如具備外向性特質的人通常比較善於交際。而根據(Bo Ekehammar, 2003)的研究結果顯示，具備外向性、宜人性 這兩種性格的人對一般常見的偏見（種族、性向等）有較大的影響。綜上所述，本研究提出以下假說：
H5：填答者個性會影響學生對管院課程的印象。

## 實證結果與分析:
* 問卷回收
發放方式：至台大交流版、政大交流版、Dcard台大版、研究所版、親朋好友之間發放。
發放時間：12/9 ~ 12/15
回收結果：共收到 281 份回覆，其中有效問卷有 267 份。而管院學生有 86 位；曾經修習過管院課程者則有 178 位。

* 前測的分析：各構面的信效度分析、區別效度
分析結果數據
作業的 Construct ：其中 HA、HC 信度分析結果不足，故只採用 Homework value belif。
老師的 Construct：與課堂壓力的區別效度太高，故捨棄。

* 正式測試的分析：各構面的信效度分析、區別效度
分析結果數據
分析結果顯示，只有課程難易度與學生解決問題的能力有通過信效度分析。
1. 作業難易度對課程滿意度與課程難易度之 P-value 皆小於 0.05，故 H1：作業的難易度會正面影響對管院課程的印象。假說成立。
2. 管院學生解決問題的能力對課程滿意度與課程難易度之 P-value 皆小於 0.05，故 H2：管院學生解決問題的能力會正面影響對管院課程的印象。假說成立。
3. 填答者對於商管領域涉略的深淺對課程難易度之 P-value 大於 0.05，故 H3：對商管領域涉略的程度會正向影響管院課程的印象。假說不成立。
4. 課堂環境的壓力對課程滿意度之 P-value 大於 0.05，故 H4：課堂環境的壓力會正向影響對管院課程的印象。假說不成立。
5. 五大人格對課程滿意度與難易度之 P-value 皆大於 0.05，故 H5：填答者的性格會影響對管院課程的印象。假說不成立。

我們額外針對填答問卷者的身份進行分群，針對管院與非管院學生以及是否休息過管院相關課程作為分類依據，將這兩者分別做為調節變數(Moderator)進行分析。
* 是否屬於管院學生
分析結果數據
Personality：嚴謹性對於課程滿意度與難易度之 P-value 大於 0.05，故在以是否屬於管院學生作為調節變數的情況下，特定個性會影響對於管院課程的印象。
除了作業難易度與學生解決問題的能力有通過效度分析以外，五大人格中的嚴謹性會正向影響對管院課程的印象。

* 是否曾經修習過管院課程
分析結果數據
在以是否修習過管院課程作為調節變數的情況下，只有作業難易度有通過效度分析。
仍只有作業難易度有通過效度分析。因此是否修習過管院課程並不顯著影響學生對於管理學院課程的印象。

## 結論與建議

* 對於學生來說，一堂課是否『水』，有較大部分源自於課程是否有足夠份量的作業，讓學生能夠在課程之外增加其學習的機會，並且同時在做作業的過程中複習上課所學之知識。故管院老師可能可以往增加作業分量與優化作業內容為改善方向，學生才會認為該堂課程為一門能夠學到知識的好課，而非很『水』的課。

* 提升管院學生解決問題的能力將有助於降低管院課程很「水」的印象，在給分不變的情況下，修課同學表現得越好，越有助於降低管願課程很水的印象。 故在課程設計上可以針對解決問題的能力做訓練或是招收學生上選擇以解決問題能力作為標準之一。

## 參考文獻

1. Revisiting the benefits of performance-approach goals in the college classroom: exploring the role of goals in advanced college courses
2. Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model
3. College students’ homework and academic achievement: The mediating role of self-regulatory beliefs
4. Development and Validation of Gender Stereotype Scale.
5. Stereotype content model explains prejudice for an envied outgroup: Scale of anti-Asian American stereotypes.
6. Influences on Students' Choice of College Major
7. Motivation and expectations for choosing the field of Electrical Engineering: students' perceptions
8. Choosing Business as a College Major: A Survey of High School Students
9. Exploring the Relationship between Mindfulness and Innovation in Engineering Students
10. Student Perceptions Concerning their Experience in a Flipped Undergraduate Capstone Course
11. The Chinese version of the social problem-solving inventory: Some initial results on reliability and validity
12. The Relation between Personality and Prejudice:A Variable- and a Person-Centred Approach
13. Relationship between choice of a business major type(thing-oriented versus person-oriented) and Big Five personality traits
14. Personality and field of study choice in university
15. The Five-Factor Personality Inventory (FFPI)
16. 高級中學學生人格特質、人際關係與希望感相關研究
17. Factors affecting perceived learning, satisfaction, and quality in the online MBA: A structural equation modeling approach
18. Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction
19. The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort
20. SOURCES OF STRESS AMONG COLLEGE STUDENTS
21. Academic Stress, Parental Pressure, Anxiety and Mental Health among Indian High School Students

## 附錄（問卷內容）

1. 我們想調查你對管理學院課程的意見(如果有上過課，請按照自己的修課經驗填寫，如果沒有，請按照你想像中的管院課程填寫）(非常不同意～非常同意)

* 管理學院的課很有趣
* 我覺得修管理學院的課是令人高興的
* 我覺得修管理學院的課很享受
* 我會推薦管理學院的課給其他人
* 我不太喜歡管理學院的課
* 我對管理學院的課非常失望
* 上管理學院的課純屬浪費時間
* 我喜歡管理學院課程的講師
* 課堂環境非常高壓
* 使你的講師印象深刻將提高管理學院的課堂成績
* 管理學院的課非常競爭
* 管理學院的課過度強調成績
* 管理學院的課程成績取決於相對其他學生的表現
* 管理學院課程內容具有挑戰性
* 管理學院課程很嚴格
* 我不用花多少時間準備管理學院課程考試

2. 我們想調查你對管理學院課程作業的意見 (非常不同意～非常同意)

* 管院課程作業會花我很久的時間卻對我沒什麼用
* 我無法從管理學院的課程作業中學到很多
* 管理學院課程作業通常無關緊要
* 此題請填「普通」
* 管理學院課程作業會幫助我理解課程
* 管理學院課程作業不會幫助我學到東西
* 我總能在管理學院課程中學到些什麼
* 我做管理學院課程作業與否不會有影響

3. 請選擇敘述中與自身情況相符合的程度 (1~5)

* 愛說話
* 含蓄的
* 精力充沛的
* 具有很大的熱情
* 比較安靜
* 外向，好交際
* 樂於助人，無私的
* 天性寬以待人
* 幾乎對每個人都很體貼和友善
* 喜歡和他人合作
* 工作態度很縝密
* 是個可信賴的人
* 傾向缺乏條理
* 可能會緊張
* 比較懶惰
* 堅持到任務完成
* 做事有效率
* 訂定計畫並貫徹
* 壓抑而憂鬱
* 擔心很多
* 情緒穩定，不容易煩惱
* 容易緊張
* 具有獨創性，會產生新點子
* 有獨創性，深刻思考
* 想像力豐富
* 善於創造
* 重視藝術、美學經驗
* 僅有一點點藝術興趣
* 精通美術、音樂、文學

4. 請評分您對以下內容的同意程度 (非常不同意～非常同意)

* 我對於商業與管理議題很有興趣
* 我想成為創業家
* 我對商業與管理有想法
* 我對商管相關課程很有興趣
* 商管教育可以拓展我的職涯前景和選擇
* 我想/我會透過參加社團學習商管知識

5. 請評估您以下有關商管的技能與知識的水準 （低劣～優秀）

* 領導力
* 專案管理
* 競爭分析
* 財務與會計(商管基礎課程)
* 市場研究
* 廣告與推廣
* 商業計劃
* 商業模型
* 溝通技巧
* 演講/簡報技巧
* 分析技巧
* 處理不確定性的能力

6. 請選擇敘述中與對管院學生印象相符的選項 (非常不同意～非常同意)

* 管院的學生有衡量並評價各種方案後果的能力
* 管院的學生能有系統性的比較各種備選方案
* 管院的學生能省視眾人的感受，並想方法使之變好
* 管院的學生能獲取與問題有關的事實
* 管院的學生能牢記目標
* 管院的學生會尋找更具體的資訊
* 管院的學生能分析對錯
* 管院的學生能檢驗什麼因素會造成問題
* 管院的學生能考慮方案對自身感受的影響
* 管院的學生能從多個角度解決問題
* 管院的學生能預測方案的正負面影響
* 此題請填「非常符合」
* 管院的學生能考慮短期和長期後果
* 管院的學生能想出盡可能多的方案
* 管院的學生能實踐解決方案以增加成功的機會
* 管院的學生能設定一個具體的目標
* 管院的學生能找出結果出了什麼問題，然後再試一次