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題名 國中教師之建設性思考、人際智慧與其需求困擾及快樂之關係
作者 黃琬芯
貢獻者 葉玉珠
黃琬芯
關鍵詞 建設性思考
人際智慧
需求困擾
快樂
constructive thinking
interpersonal intelligence
need problems
happiness
日期 2005
上傳時間 17-Sep-2009 15:11:11 (UTC+8)
摘要 本研究旨在探討國中教師建設性思考、人際智慧與其需求困擾及快樂之關係。本研究以台北縣市兩個地區的國中教師為研究對象，有效樣本共計366人。本研究所採用之研究工具包括「建設性思考量表」、「教師人際智慧量表」、「教師需求困擾量表」、「教師快樂量表」。資料分析採取之統計方法包括描述統計、單因子多變量變異數分析、單因子單變量變異數分析、典型相關分析及全部進入法多元迴歸分析。
本研究之主要發現如下：
一、建設性思考能力較佳之國中教師，其需求困擾程度較低。
二、國中教師的建設性思考指標與其需求困擾指標有相關。建設性思考
中的「行為的因應」、「情緒的因應」、「迷信的思考」及「絕對的
思考」與需求困擾呈現顯著負相關。
三、建設性思考能力較佳之國中教師，在快樂感受、快樂條件及快樂活動
的得分均較高。
四、國中教師的建設性思考指標與其快樂三個向度的指標有相關。建設性
思考中的「行為的因應」及「情緒的因應」與快樂感受有顯著正相
關；建設性思考中的「絕對的思考」及「行為的因應」與快樂條件有
顯著正相關；建設性思考「絕對的思考」、「行為的因應」與快樂活
動有顯著正相關。
五、人際智慧能力較佳之國中教師，其需求困擾程度較低。
六、國中教師的人際智慧指標與其需求困擾指標有相關。人際智慧中的
「溝通表達」、「人際覺察」與需求困擾中的「人際與隸屬」、「能
力與自信」有顯著負相關。
七、人際智慧能力較佳之國中教師，在快樂感受、快樂條件及快樂活動的
得分均較高。
八、國中教師的人際智慧指標與其快樂三個向度的指標有相關。「社交彈
性」、「溝通表達」與快樂感受有顯著正相關；「溝通表達」、「人
際覺察」、「社交彈性」與快樂條件有顯著正相關；「溝通表達」、
「人際覺察」與快樂活動有顯著正相關。
九、需求困擾程度較低的國中教師，在快樂感受、快樂條件及快樂活動的
得分均較高。
十、國中教師的需求困擾的指標與其快樂三個向度的指標有相關。「人際
與隸屬」、「能力與自信」與快樂感受有顯著負相關；「人際與隸
屬」及「經濟與生活」與快樂條件有顯著負相關；「人際與隸屬」與
快樂活動有顯著負相關。
十一、國中教師的建設性思考、人際智慧與需求困擾能有效聯合預測其快
樂感受、快樂條件及快樂活動。人際智慧是快樂感受的主要預測變
項；人際智慧與需求困擾是快樂條件的主要預測變項；建設性思考是
快樂活動的主要預測變項。

最後，根據本研究主要發現提出若干意見，以供相關單位人員在教育
及學術研究上作為參考。
The main purpose of this study was to explore the relationships among constructive thinking, interpersonal intelligence, need problems and happiness of junior high school teachers.The participants included 366 junior high school teachers in Taipei City and Taipei County. The employed instruments were The Constructive Thinking Inventory, The Teachers’ Interpersonal Intelligence Inventory, The Teachers’ Need Problems Inventory, and The Teachers’ Happiness Inventory. The applied analysis methods were Descriptives, One-way Multivariate Analysis of Variance, One-way Univariate Analysis of Variance, Canonical Correlation, and Multiple Regression.
The main findings in this study were as follows:
1. Constructive thinking had negative influences on the
teachers’ need problems.
2. The indices of constructive thinking and those of need
problems were significantly correlated. More specifically,
the constructive thinking of behavioral coping, emotional
coping, superstitious thinking, and categorical thinking had
significant negative correlations with the teachers’ need
problems.
3. Constructive thinking had positive influences on the
teachers’ happiness feelings, happiness conditions, and
happiness activities.
4. The indices of constructive thinking and those of happiness
were significantly correlated. More specifically, the
constructive thinking of behavioral coping and emotional
coping had significant positive correlations with the
teachers’ happiness feelings, that of categorical thinking
and behavioral coping had significant positive correlations
with the teachers’ happiness conditions, and finally, that
of categorical thinking and behavioral coping had
significant positive correlations with the teachers’
happiness activities.
5. Interpersonal intelligence had negative influences on the
teachers’ need problems.
6. The indices of interpersonal intelligence and those of need
problems were significantly correlated. More specifically,
the interpersonal intelligence of communicating and
expressing as well as interpersonal awareness had
significant negative correlations with the teachers’ need
problems of interpersonal and belongingness as well as
abilities and confidence.
7. Interpersonal intelligence had positive influences on the
teachers’ happiness feelings, happiness conditions, and
happiness activities.
8. The indices of interpersonal intelligence and those of
happiness were significantly correlated. More specifically,
the interpersonal intelligence of social flexibility as
well as communicating and expressing had significant
positive correlations with the teachers’ happiness
feelings; that of communicating and expressing,
interpersonal awareness, and social flexibility had
significant positive correlations with the teachers’
happiness conditions; and finally, that of communicating and
expressing as well as interpersonal awareness had
significant positive correlations with the teachers’
happiness activities.
9. Need problems had negative influences on the teachers’
happiness feelings, happiness conditions, and happiness
activities.
10. The indices of need problems and those of happiness were
significantly correlated. More specifically, the need
problems of interpersonal and belongingness as well as
abilities and confidence had significant negative
correlations with the teachers’ happiness feelings, those
of interpersonal and belongingness as well as economical and
life had significant negative correlations with the
teachers’ happiness conditions, and finally, those of
interpersonal and belongingness had significant negative
correlations with the teachers’ happiness activities.
11. The teachers’ constructive thinking, interpersonal
intelligence, and need problems could effectively predict
their happiness feelings, happiness conditions, and
happiness activities. Among the predictors, the most
powerful predictor of the teachers’ happiness feelings was
interpersonal intelligence, that of happiness activities was
constructive thinking. Moreover, the most powerful
predictors of the teachers’ happiness conditions were
interpersonal intelligence and need problems.
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描述 碩士
國立政治大學
教育研究所
92152010
94
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0921520101
資料類型 thesis
dc.contributor.advisor 葉玉珠zh_TW
dc.contributor.author (Authors) 黃琬芯zh_TW
dc.creator (作者) 黃琬芯zh_TW
dc.date (日期) 2005en_US
dc.date.accessioned 17-Sep-2009 15:11:11 (UTC+8)-
dc.date.available 17-Sep-2009 15:11:11 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 15:11:11 (UTC+8)-
dc.identifier (Other Identifiers) G0921520101en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33052-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 92152010zh_TW
dc.description (描述) 94zh_TW
dc.description.abstract (摘要) 本研究旨在探討國中教師建設性思考、人際智慧與其需求困擾及快樂之關係。本研究以台北縣市兩個地區的國中教師為研究對象，有效樣本共計366人。本研究所採用之研究工具包括「建設性思考量表」、「教師人際智慧量表」、「教師需求困擾量表」、「教師快樂量表」。資料分析採取之統計方法包括描述統計、單因子多變量變異數分析、單因子單變量變異數分析、典型相關分析及全部進入法多元迴歸分析。
本研究之主要發現如下：
一、建設性思考能力較佳之國中教師，其需求困擾程度較低。
二、國中教師的建設性思考指標與其需求困擾指標有相關。建設性思考
中的「行為的因應」、「情緒的因應」、「迷信的思考」及「絕對的
思考」與需求困擾呈現顯著負相關。
三、建設性思考能力較佳之國中教師，在快樂感受、快樂條件及快樂活動
的得分均較高。
四、國中教師的建設性思考指標與其快樂三個向度的指標有相關。建設性
思考中的「行為的因應」及「情緒的因應」與快樂感受有顯著正相
關；建設性思考中的「絕對的思考」及「行為的因應」與快樂條件有
顯著正相關；建設性思考「絕對的思考」、「行為的因應」與快樂活
動有顯著正相關。
五、人際智慧能力較佳之國中教師，其需求困擾程度較低。
六、國中教師的人際智慧指標與其需求困擾指標有相關。人際智慧中的
「溝通表達」、「人際覺察」與需求困擾中的「人際與隸屬」、「能
力與自信」有顯著負相關。
七、人際智慧能力較佳之國中教師，在快樂感受、快樂條件及快樂活動的
得分均較高。
八、國中教師的人際智慧指標與其快樂三個向度的指標有相關。「社交彈
性」、「溝通表達」與快樂感受有顯著正相關；「溝通表達」、「人
際覺察」、「社交彈性」與快樂條件有顯著正相關；「溝通表達」、
「人際覺察」與快樂活動有顯著正相關。
九、需求困擾程度較低的國中教師，在快樂感受、快樂條件及快樂活動的
得分均較高。
十、國中教師的需求困擾的指標與其快樂三個向度的指標有相關。「人際
與隸屬」、「能力與自信」與快樂感受有顯著負相關；「人際與隸
屬」及「經濟與生活」與快樂條件有顯著負相關；「人際與隸屬」與
快樂活動有顯著負相關。
十一、國中教師的建設性思考、人際智慧與需求困擾能有效聯合預測其快
樂感受、快樂條件及快樂活動。人際智慧是快樂感受的主要預測變
項；人際智慧與需求困擾是快樂條件的主要預測變項；建設性思考是
快樂活動的主要預測變項。

最後，根據本研究主要發現提出若干意見，以供相關單位人員在教育
及學術研究上作為參考。		zh_TW
dc.description.abstract (摘要) The main purpose of this study was to explore the relationships among constructive thinking, interpersonal intelligence, need problems and happiness of junior high school teachers.The participants included 366 junior high school teachers in Taipei City and Taipei County. The employed instruments were The Constructive Thinking Inventory, The Teachers’ Interpersonal Intelligence Inventory, The Teachers’ Need Problems Inventory, and The Teachers’ Happiness Inventory. The applied analysis methods were Descriptives, One-way Multivariate Analysis of Variance, One-way Univariate Analysis of Variance, Canonical Correlation, and Multiple Regression.
The main findings in this study were as follows:
1. Constructive thinking had negative influences on the
teachers’ need problems.
2. The indices of constructive thinking and those of need
problems were significantly correlated. More specifically,
the constructive thinking of behavioral coping, emotional
coping, superstitious thinking, and categorical thinking had
significant negative correlations with the teachers’ need
problems.
3. Constructive thinking had positive influences on the
teachers’ happiness feelings, happiness conditions, and
happiness activities.
4. The indices of constructive thinking and those of happiness
were significantly correlated. More specifically, the
constructive thinking of behavioral coping and emotional
coping had significant positive correlations with the
teachers’ happiness feelings, that of categorical thinking
and behavioral coping had significant positive correlations
with the teachers’ happiness conditions, and finally, that
of categorical thinking and behavioral coping had
significant positive correlations with the teachers’
happiness activities.
5. Interpersonal intelligence had negative influences on the
teachers’ need problems.
6. The indices of interpersonal intelligence and those of need
problems were significantly correlated. More specifically,
the interpersonal intelligence of communicating and
expressing as well as interpersonal awareness had
significant negative correlations with the teachers’ need
problems of interpersonal and belongingness as well as
abilities and confidence.
7. Interpersonal intelligence had positive influences on the
teachers’ happiness feelings, happiness conditions, and
happiness activities.
8. The indices of interpersonal intelligence and those of
happiness were significantly correlated. More specifically,
the interpersonal intelligence of social flexibility as
well as communicating and expressing had significant
positive correlations with the teachers’ happiness
feelings; that of communicating and expressing,
interpersonal awareness, and social flexibility had
significant positive correlations with the teachers’
happiness conditions; and finally, that of communicating and
expressing as well as interpersonal awareness had
significant positive correlations with the teachers’
happiness activities.
9. Need problems had negative influences on the teachers’
happiness feelings, happiness conditions, and happiness
activities.
10. The indices of need problems and those of happiness were
significantly correlated. More specifically, the need
problems of interpersonal and belongingness as well as
abilities and confidence had significant negative
correlations with the teachers’ happiness feelings, those
of interpersonal and belongingness as well as economical and
life had significant negative correlations with the
teachers’ happiness conditions, and finally, those of
interpersonal and belongingness had significant negative
correlations with the teachers’ happiness activities.
11. The teachers’ constructive thinking, interpersonal
intelligence, and need problems could effectively predict
their happiness feelings, happiness conditions, and
happiness activities. Among the predictors, the most
powerful predictor of the teachers’ happiness feelings was
interpersonal intelligence, that of happiness activities was
constructive thinking. Moreover, the most powerful
predictors of the teachers’ happiness conditions were
interpersonal intelligence and need problems.		en_US
dc.description.tableofcontents 第一章 緒論
　第一節 研究動機.......................................1
第二節 研究目的與待答問題............................11
　第三節 名詞釋義......................................13

第二章 文獻探討
第一節 快樂...........................................15
壹、快樂的概念......................................15
貳、快樂的理論基礎..................................20
第二節 建設性思考.....................................27
壹、建設性思考的概念................................27
貳、建設性思考的理論基礎............................30
參、建設性思考與快樂之關係..........................32
第三節 人際智慧.......................................35
壹、人際智慧的概念..................................35
貳、人際智慧的理論基礎..............................37
參、人際智慧與快樂之關係............................39
第四節 需求困擾.......................................42
壹、需求的概念......................................42
貳、需求的理論基礎..................................43
參、需求困擾的意涵..................................50
肆、建設性思考與需求困擾之關係......................51
伍、人際智慧與需求困擾之關係........................53
陸、需求困擾與快樂之關係............................54
第五節 研究假設.......................................57

第三章 研究方法
第一節 研究架構.......................................59
第二節 研究對象.......................................61
第三節 研究工具.......................................62
第四節 實施程序.......................................71
第五節 資料分析.......................................72
第六節 研究限制.......................................73

第四章 研究結果
第一節 初步資料分析...................................74
第二節 建設性思考與需求困擾、快樂之關係...............88
第三節 人際智慧與需求困擾、快樂之關係................102
第四節 需求困擾與快樂之關係..........................115
第五節 建設性思考、人際智慧、需求困擾與快樂之關係....126

第五章 討論、結論與建議
第一節 討論......................................... 129
第二節 結論......................................... 152
第三節 建議......................................... 154

參考書目
一、中文部分........................................ 159
二、英文部分........................................ 166

附錄
附錄一 教師快樂量表之編製...........................173
附錄二 教師快樂正式量表.............................188
附錄三 教師需求困擾量表之編製.......................191
附錄四 教師需求困擾正式量表.........................198
附錄五 教師人際智慧量表之編製.......................199
附錄六 教師人際智慧正式量表.........................205
附錄七 教師建設性思考正式量表.......................206
附錄八 研究工具使用同意書...........................208		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0921520101en_US
dc.subject (關鍵詞) 建設性思考zh_TW
dc.subject (關鍵詞) 人際智慧zh_TW
dc.subject (關鍵詞) 需求困擾zh_TW
dc.subject (關鍵詞) 快樂zh_TW
dc.subject (關鍵詞) constructive thinkingen_US
dc.subject (關鍵詞) interpersonal intelligenceen_US
dc.subject (關鍵詞) need problemsen_US
dc.subject (關鍵詞) happinessen_US
dc.title (題名) 國中教師之建設性思考、人際智慧與其需求困擾及快樂之關係zh_TW
dc.type (資料類型) thesisen
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