Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/116932
DC Field | Value | Language |
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dc.contributor | 教育系 | zh_TW |
dc.creator | 余民寧 | zh_TW |
dc.creator | Yu, Min-Ning | en_US |
dc.creator | 陳柏霖 | zh_TW |
dc.creator | Chen, Po-Lin | en_US |
dc.date | 2017-09 | |
dc.date.accessioned | 2018-04-24T06:05:50Z | - |
dc.date.available | 2018-04-24T06:05:50Z | - |
dc.date.issued | 2018-04-24T06:05:50Z | - |
dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/116932 | - |
dc.description.abstract | In the current study, our purpose was to extend the Fredrickson’s proposal of “positivity-ratio” to testify if the happy teacher effect was really matter with students’ learning outcomes. A teacher’s positivity-ratio greater than 3 was proposed as the major factor and the main key to his/her students’ learning outcomes, which included the inner attribution, outer attribution, teacher-and-student relationship, peer relationship, emotional well-being, self-efficacy, learning motivation, proactive coping for stress, self-acceptance, and positivity ratio. A total random sample of 1251 teachers and 747 students were recruited and measured by a Likert-typed 4-point survey questionnaire. The data were paired to teacher-and-student and analyzed by the Pearson correlations and the structural equation modeling (SEM). Results showed that the higher of the teacher’s positivity-ratio, the higher of the students’ inner attribution, emotional well-being, self-efficacy, learning motivation, proactive coping for stress, and self-acceptance were. Besides, the higher of the teacher’s positivity-ratio, the lower of the students’ outer attribution were. Therefore, the teacher’s positivity-ratio does really matter with students’ learning outcomes. The “happy teacher effect” was testified to be existed. In sum, the teacher’s positivity-ratio really does matter with the students’ learning outcomes. Finally, implications and suggestions for practice and further studies were also proposed. | en_US |
dc.description.abstract | 本研究旨在擴增 Fredrickson 所提的「正向比值」假設,以進一步檢定「快樂教師效應」 是否與學生學習成果有所關連?本研究假設擁有正向比值大於等於 3 以上的教師,能夠直接 影響其所教授學生的學習成果。本研究隨機抽取 1,251 名中小學教師,及其所教授的班級學 生共 747 名為樣本。研究結果:(1)教師的正向比值愈高,其所教授學生的內在歸因、情緒 幸福感、自我效能、學習動機、正向因應壓力策略、與自我接納愈高;且教師的正向比值愈 高,其所教授學生的外在歸因愈低。(2)教師的正向比值確實會正向影響學生的學習結果,「快 樂教師效應」是被證實存在的。教師的正向比值高低,確實與其所教授學生的學習成果有所 關連。最後,提出隱含涵義與未來在實務應用的建議。 | zh_TW |
dc.format.extent | 613534 bytes | - |
dc.format.mimetype | application/pdf | - |
dc.relation | 教師天地, No.203, pp.1-17 | |
dc.subject | positive emotion; negative emotion; positivity-ratio; the happy teacher effect. | en_US |
dc.subject | 正向情緒;負向情緒;正向比值;快樂教師效應 | zh_TW |
dc.title | What the benefits of teachers with high positivity-ratio really are ? The happy teacher effect | en_US |
dc.title | 高正向比值教師的真正好處—快樂教師效應 | zh_TW |
dc.type | article | |
item.cerifentitytype | Publications | - |
item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
item.openairetype | article | - |
item.fulltext | With Fulltext | - |
item.grantfulltext | restricted | - |
Appears in Collections: | 期刊論文 |
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p1-p172.pdf | 599.15 kB | Adobe PDF2 | View/Open |
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