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研究生：	蔡旻杰 TSAI, MINCHIEH
論文名稱：	Training to Impact on TikTok: How Learning Quality Builds Creative Self Efficacy and Creative Process Engagement under the Shadow of Creative Burnout Training to Impact on TikTok: How Learning Quality Builds Creative Self Efficacy and Creative Process Engagement under the Shadow of Creative Burnout
指導教授：	張佑宇 CHANG, YU-YU
學位類別：	碩士 Master
系所名稱：	管理學院 - 國際經營管理研究所 Institute of International Management
論文出版年：	2025
畢業學年度：	114
語文別：	英文
論文頁數：	82
中文關鍵詞：	訓練投入、學習品質、創意自我效能、創作歷程投入、創作影響力、創意倦怠
外文關鍵詞：	Training engagement, Learning quality, Creative self-efficacy, Creative process engagement, Creative impact, Creative burnout
相關次數：	點閱：7 下載：0
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本研究探討結構化訓練如何轉化為 TikTok 短影音創作者的創作影響力表現，並分析其背後之心理與行為機制。研究聚焦於兩項教學投入因素，訓練投入與學習品質，檢視其如何透過創意自我效能與創作歷程投入，影響創作影響力的形成，同時探討創作歷程投入與創意倦怠之關係。
本研究以 244 位曾參與至少一門實作導向短影音或自媒體課程之 TikTok 創作者為研究對象，透過問卷蒐集研究資料，並採用共變數結構方程模型（CB-SEM）進行分析。研究結果顯示，訓練投入與學習品質皆對創意自我效能具有顯著正向影響，而創意自我效能進一步促進創作歷程投入，強化創作者在構想發想、嘗試與修正歷程中的持續投入。創作歷程投入對創作影響力呈現顯著正向關係，且在教學設計良好的情境下，亦與較低程度的創意倦怠相關。
整體而言，本研究釐清訓練課程設計如何透過心理信念與創作歷程影響創作者表現，並指出具紀律性的創作歷程不僅有助於提升創作影響力，亦可能成為緩解創意倦怠之資源生成機制。研究結果對創作者教育、課程設計與訓練管理具有實務意涵，可作為教育者與課程管理者在培養創作者信心、促進穩定創作歷程，以及支持創作者長期平台發展之參考。

This study examines how structured training translates into expressive success for short video creators on TikTok. We focus on two instructional inputs, training engagement and learning quality, and trace their effects through two core mechanisms, creative self-efficacy and creative process engagement, toward the outcome of creative impact. Creative burnout is treated as a downstream strain outcome that reflects the energetic costs of creator work.Survey data from 244 TikTok creators who had completed at least one practice-oriented short video or self-media training course were analyzed using covariance-based structural equation modeling (SEM). The model positions training engagement and learning quality as antecedents of creative self-efficacy, which in turn promotes deeper process engagement in idea generation, experimentation, and refinement. Process engagement is expected to increase creative impact and, under well designed instructional conditions, to be associated with lower creative burnout.The findings clarify how training design works through motivation and process to shape creator performance and how disciplined routines can also help alleviate burnout. The study contributes an integrated view that connects instructional quality with creator psychology, workflow, and well-being, offering practical guidance for educators and program managers on how to structure courses that build confidence, sustain disciplined creative routines, and protect against burnout to support durable impact on the platform.

ABSTRACT I
摘要 II
ACKNOWLEDGEMENT III
TABLE OF CONTENTS IV
LIST OF TABLES	VII
LIST OF FIGURES	VIII
CHAPTER ONE INTRODUCTION 1
1.1 Research Background 1
1.2 Research Gap 4
1.3 Research Objective and Contributions 5
1.4 Research Flow 7
Figure 1-1. Research flow	9
CHAPTER TWO LITERATURE REVIEW 10
2.1 Training Engagement 10
2.2 Learning Quality 11
2.3 Creative Self-efficacy 13
2.4 Creative Process Engagement 14
2.5 Creative Impact 15
2.6 Creative Burnout 15
2.7 Theoretical Framework 17
2.8 Hypotheses Development 20
Figure 2-1. Research framework 29
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY	30
3.1 Data Collection 30
Table 3-1 Descriptive Statistics of the Respondents 31
3.2 Measures 31
3.3 Data Analysis Procedure 33
Table 3-2 Factor Loading and Control Measurements 35
Table 3-3 Common Method Bias (Harman Single Factor) 41
Table 3-4 Convergent and Discriminant Validity 42
Table 3-5 Correlation Analysis 43
CHAPTER FOUR RESEARCH RESULTS 45
4.1 Hypothesis Testing 45
Table 4-1 Structural Equation Modeling (SEM) 46
CHAPTER FIVE CONCLUSION AND SUGGESTIONS 49
5.1 Discussion and Conclusion 49
5.2 Theoretical and Practical Implications 56
5.3 Limitations 61
5.4 Future Use and Practical Extensions 64
REFERENCES 68
APPENDICES 71
Appendix 1. Survey Cake Questionnaire 71
Appendix 2. Short Video Training Courses & Social Media Groups 72
                                    

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