課程名稱 |
自我、情緒與動機專題研究 SEMINAR ON SELF, EMOTION, AND MOTIVATION TOPICS |
開課學期 |
98-2 |
授課對象 |
理學院 一般心理學組 |
授課教師 |
葉光輝 |
課號 |
Psy5161 |
課程識別碼 |
227 U3070 |
班次 |
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學分 |
3 |
全/半年 |
半年 |
必/選修 |
選修 |
上課時間 |
星期五6,7,8(13:20~16:20) |
上課地點 |
南館S217 |
備註 |
總人數上限:20人 |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
課程大綱
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課程概述 |
本課程以教導學生了解及解決以「自我、情緒、與動機」等相關課題研究研究問題為導向,希望同學從如何閱讀「自我、情緒、與動機」等心理學相關理論之學術文獻、如何呈現或報告研究心得、如何評估判斷他人提出之研究問題的適當性等實際參與歷程中,逐步了解或能夠建構出自己的研究議題與計畫架構,並付諸執行與實證的目標為本課程重點。 |
課程目標 |
在授課方向上,除了針對「自我、情緒與動機」等課題理論建構與實徵研究間的關聯如何相互銜接為訴求外,也將針對其在性格與社會心理學、本土心理學的定位做延伸探討,使同學對選定主題之議題的重要內容及研究方法有一定程度的認識外,同時也可增進同學對研究主題的認識、思考、設計與執行等與學術研究相關基礎能力,並熟悉口頭與書面學術發表的進行方式與格式。 |
課程要求 |
1. 上課方式採由授課老師及修課學生輪流報告相關文獻,並提出問題進行深入討論。每位同學都需要選定主題進行個人報告及參與討論。
2. 每次上課時負責報告的同學需事先提供報告摘要(或投影片大綱)、討論問題,其他同學則必須事先閱讀並參與問題討論。
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預期每週課後學習時數 |
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Office Hours |
備註: 每週五上午2,3,4節 |
指定閱讀 |
1.Tsai, J.L. (2007). Ideal affect: Cultural causes and behavioral consequences. Perspectives on Psychological Science, 2, 242-259.
2.Tsai, J.L., Miao, F.F., Seppala, E., Yeung, D., & Fung, H.H. (2007). Influence and adjustment goals: Sources of cultural differences in ideal affect. Journal of Personality and Social Psychology, 92, 1102-1117.
3.Tsai, J.L., Miao, F., & Seppala, E. (2007). Good feelings in Christianity and Buddhism: Religious differences in ideal affect. Personality and Social Psychology Bulletin, 33, 409-421.
4.Tsai, J.L., Louie, J., Chen, E.E., & Uchida, Y. (2007). Learning what feelings to desire: Socialization of ideal affect through children's storybooks. Personality and Social Psychology Bulletin, 33, 17-30.
5.Tsai, J.L., Knutson, B., & Fung, H.H. (2006). Cultural variation in affect valuation. Journal of Personality and Social Psychology, 90, 288-307.
6.Tsai, J.L., Levenson, R.W., & McCoy, K. (2006). Cultural and temperamental variation in emotional response. Emotion, 6, 484-497.
7.Mischel, W. (2004). Toward an integrative science of the person (Prefatory Chapter). Annual Review of Psychology, 55, 1-22.
8.Mischel, W., & Ayduk, O. (2004). Willpower in a cognitive-affective processing system: The dynamics of delay of gratification. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, Theory, and Applications (pp. 99-129). New York: Guilford.
9.Mischel, W., Shoda, Y., & Mendoza-Denton, R. (2002). Situation-behavior profiles as a locus of consistency in personality. Current Directions in Psychological Science, 11, 50-54.
10.Wood, Joanne V. Perunovic, W.Q. Elaine Lee, John W. (2009). Positive Self-Statements: Power for Some, Peril for Others. Psychological Science, Volume 20, Issue 7, 860-866.
11.Hofmann, W. (2005). A Meta-Analysis on the Correlation Between the Implicit Association Test and Explicit Self-Report Measures. Personality and Social Psychology Bulletin, Vol. 31, No. 10, 1369-1385.
12.Asendorpf, J. B. (2007). Editorial: Implicit representations and personality. International Journal of psychology, 42 (3), 145–148.
13.Goetz, Thomas, Cronjaeger, Hanna, Frenzel, Anne C., Ludtke, Oliver Nathan, Hall, C. (2009). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology,
14.Reiss, Steven (2004). Multifaceted nature of intrinsic motivation: The theory of 16 basic desires. Review of General Psychology 8 (3): 179-193.
15.Ryan, R. & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, 54–67.
16.Lucas, R. E., Le, K., & Dyrenforth, P. E. (2008). Explaining the extraversion/positive affect relation: Sociability cannot account for extraverts’ greater happiness. Journal of Personality, 76, 385-414.
17.Lucas, R. E. & Donnellan, M. B. (2007). How stable is happiness? Using the STARTS model to estimate the stability of life satisfaction. Journal of Research in Personality, 41, 1091-1098.
18.Lucas, R. E., & Fujita, F. (2000). Factors influencing the relation between extraversion and pleasant affect. Journal of Personality and Social Psychology, 79, 1039-1056.
19.Lucas, R. E. (2007). Long-term disability is associated with lasting changes in subjective well being: Evidence from two nationally representative longitudinal studies. Journal of Personality and Social Psychology, 92, 717-730.
20.Lucas, R. E. (2007). Adaptation and the set-point model of subjective well-being: Does happiness change after major life events? Current Directions in Psychological Science, 16, 75-80.
21.Diener, E., Lucas, R. E., & Scollon, C. N. (2006). Beyond the hedonic treadmill: Revisions to the adaptation theory of well-being. American Psychologist, 61, 305-314.
22.Lucas, R. E., Clark, A. E., Georgellis, Y., & Diener, E. (2003). Re-examining adaptation and the setpoint model of happiness: Reactions to changes in marital status. Journal of Personality and Social Psychology, 84, 527-539.
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參考書目 |
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評量方式 (僅供參考) |
No. |
項目 |
百分比 |
說明 |
1. |
個人負責主題口頭報告) |
35% |
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2. |
上課參與討論表現 |
30% |
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3. |
期末心得報告或研究計畫書 |
35% |
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週次 |
日期 |
單元主題 |
第1週 |
2/26 |
社會認知與文化性格理論 |
第2週 |
3/05 |
社會認知觀點的自我(一) |
第3週 |
3/12 |
社會認知觀點的自我(二) |
第4週 |
3/19 |
文化觀點的自我(一) |
第5週 |
3/26 |
文化觀點的自我(二) |
第6週 |
4/02 |
社會認知觀點的情緒(一) |
第7週 |
4/09 |
社會認知觀點的情緒(二) |
第8週 |
4/16 |
文化觀點的情緒(一) |
第9週 |
4/23 |
文化觀點的情緒(二) |
第10週 |
4/30 |
社會認知觀點的動機(一) |
第11週 |
5/07 |
社會認知觀點的動機(二) |
第12週 |
5/14 |
文化觀點的動機(一) |
第13週 |
5/21 |
文化觀點的動機(二) |
第14週 |
5/28 |
綜合討論(一) |
第15週 |
6/04 |
綜合討論(二) |
第16週 |
6/11 |
綜合討論(三) |
第17週 |
6/18 |
期末報告 |
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