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題名 What the benefits of teachers with high positivity-ratio really are ? The happy teacher effect
高正向比值教師的真正好處—快樂教師效應作者 余民寧
Yu, Min-Ning
陳柏霖
Chen, Po-Lin貢獻者 教育系 關鍵詞 positive emotion; negative emotion; positivity-ratio; the happy teacher effect.
正向情緒;負向情緒;正向比值;快樂教師效應日期 2017-09 上傳時間 24-Apr-2018 14:05:50 (UTC+8) 摘要 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.
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。關聯 教師天地, No.203, pp.1-17 資料類型 article dc.contributor 教育系 zh_TW dc.creator (作者) 余民寧 zh_TW dc.creator (作者) Yu, Min-Ning en_US dc.creator (作者) 陳柏霖 zh_TW dc.creator (作者) Chen, Po-Lin en_US dc.date (日期) 2017-09 dc.date.accessioned 24-Apr-2018 14:05:50 (UTC+8) - dc.date.available 24-Apr-2018 14:05:50 (UTC+8) - dc.date.issued (上傳時間) 24-Apr-2018 14:05:50 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/116932 - dc.description.abstract (摘要) 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 (摘要) 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 (關聯) 教師天地, No.203, pp.1-17 dc.subject (關鍵詞) positive emotion; negative emotion; positivity-ratio; the happy teacher effect. en_US dc.subject (關鍵詞) 正向情緒;負向情緒;正向比值;快樂教師效應 zh_TW dc.title (題名) What the benefits of teachers with high positivity-ratio really are ? The happy teacher effect en_US dc.title (題名) 高正向比值教師的真正好處—快樂教師效應 zh_TW dc.type (資料類型) article
