本研究探討了學生於課室環境內所展現的知識分享和組織公民行為，除了比較臺灣與中國大陸學生之異同外，亦一併檢視與前述兩項行為可能相關的因素，包含學校歸屬感、學習經驗、成就目標導向與知覺行為重要性，同時探究了學生所在地域與性別是否對前述關係產生交互作用，以求能深刻且詳實地探討知識分享與組織公民行為之議題。計有四大具體目標，包含（一）檢視不同人口特徵學生之學校歸屬感、學習經驗、成就目標導向、知識分享、組織公民表現與知覺行為重要性之現況（二）比較不同人口特徵之學生於目標行為（知識分享、組織公民表現）的差異（三）釐清學校歸屬感、學習經驗、成就目標導向、知識分享、組織公民表現與知覺行為重要性的關係（四）確認不同人口特徵之學生對學校歸屬感、學習經驗、成就目標導向、知覺行為重要性於知識分享、組織公民表現之關係的調節效果。本研究為調查研究，採用問卷施測蒐集資料，並使用描述性統計、獨立樣本t檢定、皮爾森積差相關、階層迴歸等統計技術進行資料分析。共有283位臺灣學生與274位中國大陸學生完成問卷填寫，測量工具包含五大部分分別為，背景特徵、知識分享、組織公民表現、知覺前述兩項行為之重要性、學校歸屬感、學習經驗與成就目標導向。數據顯示，來自不同地域與不同工作經驗的學生在知識分享與組織公民表現之特定構面上出現差異，但性別差異主出現在組織公民表現之特定兩構面上，此外，所有研究變項均彼此相關。迴歸分析顯示，學校歸屬感、學習經驗、成就目標導向與知覺行為重要性分別對知識分享與組織公民表現具有不錯的預測能力，並且地域與學習經驗、成就目標導向出現交互作用，個別調節了學習經驗與知識分享，成就目標導向與組織公民的關係。

This study investigated college students’ knowledge sharing (KS) and organizational citizenship (OC) behaviors in educational environment. The researcher compared the differecen between students from Taiwan and Mainland China and the factors related to KS and OC and the interactions are also examined. There are four goals including (1) to investigate the status quo of sense of school belonging, learning experience, achievement goal orientation, KS, OC and the perceived importance of KS and OC of students with different demographic characters (2) to compare the difference of target behaviors (KS and OC) of students with different demographic characters (3) to clarify the relationship among sense of school belonging, learning experience, achievement goal orientation, KS, OC and the perceived importance of KS and OC (4) to examine the interactions among different demographic characters, sense of school belonging, learning experience, achievement goal orientation, KS, OC and the perceived importance of KS and OC. 283 Taiwan students and 274 Mainland China students completed the questionnaires. The instruments involes background information, KS, OC, the perceived importance of KS and OC, sense of school belonging, learning experience, achievement goal orientation. Results showed that students from different areas or with different working experience had dissimilar answers in specific dimensions of KS and OC and gender difference existed in two specific dimensions of OC. Besides, all variables associated with each other. Regression analysis indicated sense of school belonging, learning experience and the perceived importance are good predictors to KS and OC, and there were interactions in the relationship of area, working experience, achievement goal orientation, KS and OC.

論文審定書…………………………………………………………………i
中文摘要……………………………………………………………….…..ii
英文摘要………………………………………..…………………...…….iii
目次………………………...……………………………………..………iv
圖次………………………...……………………………………..………..v
表次………………………...……………………………………..………vi
第一章 緒論………………………………………………...……………..1
第一節 研究動機與目的…………...…………………………..........1
第二節 名詞釋義…………………………………….…………......5
第三節 研究範圍與限制…………………………………………….7
第二章 文獻探討………………………………………………………….8
第一節 知識分享行為......…………….……………………………..8
第二節 組織公民行為..……….………………………….…...........9
第三節 知識分享與組織公民行為之相關性.……………….......10
第三章 研究方法………………………………………………………14
第一節 研究架構……………………………...……………….…14
第二節 研究假設………………………………………….......…15
第三節 研究對象…………………………………………………..16
第四節 研究工具……………………………………………...……17
第五節 資料處理與分析…….…………………………………..31
第四章 研究結果分析……………………………...………………….34
第一節 背景變項、組織公民行為、知識分享行為、學校歸屬感、成就目標導向、學習滿意度之現況分析...........................34
第二節 背景變項（地域、性別、工作經驗）在知識分享之差異情形…………………………………………………………44
第三節 背景變項（地域、性別、工作經驗）在組織公民之差異情
形……………...…………………………………………..45
第四節 學校歸屬感、成就目標導向、學習經驗與知識分享、組
織公民知覺重要性與行為之相關分析…...……………..46
第五節 學校歸屬感、學習經驗、成就目標導向、地域、性別、
組織公民、知識分享之行為知覺重要性與行為頻率之階層迴歸分析…………...…………………………………..…..54
第五章 結論與建議……………………………………………………58
第一節 研究發現………………………...……………………….58
第二節 研究結論………………………...……………………….60
第三節 建議………………………...…………………………….62
參考文獻………………………………………………...……………..64
附錄……………………………………………………………………….73

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