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篇名 以品味策略為調節角色:國中初任與資深教師品味信念與圓滿人生之關係
並列篇名 Savoring Strategies Moderate the Relationship between Junior High School Novice and Senior Teachers’ Savoring Beliefs and Level of Flourishing in Life
作者 陳柏霖(Po-Lin Chen)
中文摘要 品味是指人們有正向經歷並有策略調節正向情緒以應對正向事件。本研究旨在探討國中初任與資深教師的品味信念、品味策略及圓滿人生之關係。初任教師207位,資深教師413位參與本研究。研究方法採用描述統計、t檢定、階層迴歸等分析方法進行檢定。研究結果發現:1. 國中初任教師在預期、回憶、品味策略、與人分享及行為表達的平均得分,均顯著高於資深教師。2. 國中資深教師在圓滿人生、仁福──正向情緒、玩福──全心投入、和福──意義認同、敬福──勝任要求、及樂福──樂天知命上的平均得分,均顯著高於初任教師。3. 資深教師的品味策略及其各因素(行為表達、記憶建構、自我激勵、感知敏銳、比下有餘)在品味信念與圓滿人生間扮演調節角色。4. 初任教師的品味策略未在品味信念與圓滿人生間扮演調節角色。基於上述發現,針對教育實踐與未來研究,提出了一些建議作為參考。
英文摘要 Flourishing is a relatively new concept in positive psychology that considers hedonic and eudaimonic aspects of well-being. Although great emphasis has been placed on stress and burnout among school teachers, little attention has been given to these teachers’ well-being. Savoring can be defined as an individual’s strategy for directing their attention to positive experiences and regulating their positive feelings in response to positive events. Savoring is an effective regulation tactic characterized by the ability to focus on and exert control over the development, intensification, and sustainment of positive emotions. Bryant and Veroff (2007) proposed several cognitive and behavioral savoring strategies that are effective in enhancing and prolonging positive experiences, including sharing the experience with others (seeking out people with whom one can enjoy an event or report one’s appreciation of the moment), behavioral expression (laughing or emoting), counting blessings (cultivating gratitude), self-congratulation (cultivating pride), memory building (purposefully attempting to remember the positive event), and sensory-perceptual sharpening (focusing on the physical sensations of a pleasant experience). Chen and Yu (2018) reviewed this study and proposed that a flourishing life is one that involves mercifulness (blessing positive emotions ), playfulness (blessing engagement), peacefulness (blessing identifying meaning), respectfulness (blessing competent requirements), and cheerfulness (blessing an optimistic attitude). The main purpose of this study is to explore the relationships among beliefs about savoring, the capacity to savor, and a flourishing life in junior high school special and general education teachers. Nine hundred eighty-nine junior high school teachers were recruited to participate in a series of web-based and paper-based surveys. Novice (n = 207) and senior junior high school teachers (n = 413) participated in this study. The initial sample comprised 822 women (83.1%) and 167 men (16.9%). The educational levels of participants included university (n = 426, 43.1%) and graduate levels (n = 563, 56.9%). The major measurements for this study were the “Savoring Beliefs Inventory,” the “Ways of Savoring Checklist,” and the “Flourishing Life Scale.” The Savoring Beliefs Inventory is a 9-item self-report measure designed to assess the extent to which individuals savor positive experiences. Savoring is a multidimensional construct that contains three subscales: anticipation, reminiscing, and in-the-moment savoring. However, only total scores were calculated in this study. Furthermore, a shortened version (18 items) of the Ways of Savoring Checklist was used. We developed the shortened version by selecting three highly loading items from each of the six savoring subscales proposed by Bryant and Veroff (2007). The six savoring dimensions evaluated sharing with others, memory building, self-congratulation, behavioral expression, making downward comparisons, and sensory-perceptual sharpening. A shortened version (23 items) of the Flourishing Life Scale (FLS; adapted from Chen & Yu, 2018) was also used. We developed the shortened version by selecting three highly loading items from each of the five savoring subscales proposed by Chen and Yu (2018). The five flourishing life dimensions evaluated mercifulness (positive emotions), playfulness (engagement), peacefulness (identifying meaning), respectfulness (adequate guidelines), and cheerfulness (an optimistic attitude). The moderating effects of capacity to savor were tested using a hierarchical multiple regression analysis according to the steps of Baron and Kenny’s (1986) moderating model. To reduce the occurrence of multicollinearity problems, standard z-scores were used. Details on the data analyses are provided in the findings. The results demonstrated the following: (1) The average scores of senior teachers were significantly higher than those of novice teachers for “flourishing life,” “mercifulness (blessing positive emotions),” “playfulness (blessing engagement),” “harmony (blessing identifying meaning),” “respectfulness (blessing competent requirements),” and “optimism (blessing an optimistic attitude).” The literature has indicated that adults in late adulthood have higher scores for “flourishing life,” “mercifulness (blessing positive emotions),” and “playfulness (blessing engagement)” than those in other stages of adulthood do (Chen & Yu, 2018). Because potential differences are present in flourishing life for various stages of adulthood, the results cannot be completely analogized to teachers. However, the findings of this study indicate that, for senior teachers, their seniority provides them with a better understanding of their living environment; as their seniority and age increase, their level of flourishing in life increases . Previously, research indicated that the well-being of senior female teachers in primary schools increased with their age, maturity, and accumulation of teaching experience, which enabled them to achieve a flourishing life (Lee, 2007). By comparison, novel teachers scored higher than senior teachers in “expectation,” “memory,” “savoring strategies,” “sharing with others,” and “behavioral expression.” Savoring beliefs included not only feelings of pleasure but also feelings of anticipation and recollection. This process promotes, supports , and enhances successful experiences; that is, it involves appreciation and enjoyment of positive experiences. When novice teachers begin teaching with positive feelings or experiences (such as savoring beliefs and strategies), their positive teaching experience can last longer. Even when negative events occur, such teachers can adopt effective coping methods, thus weakening the negativity of the experiences and the subsequent negative feelings, which enables them to understand and adapt to the variability of educational work. (2) The savoring strategies of senior teachers and other factors (behavioral expression, memory building, self-congratulation, sensory-perceptual sharpening, and making downward comparisons) played a moderating role in the relationship between savoring beliefs and flourishing life. Senior teachers express positive emotions, store interesting experiences or activities for future recollection, and remind themselves that achieving the status of senior teachers was difficult. They can compare their own feelings with those of others and, in doing so, have positive experiences, which play a moderating role in the relationship between savoring beliefs and flourishing life.Furthermore, when senior teachers strengthen their perceptual strategies, they can attempt to stop or slow the passing of positive events. The ability to block one type of sensory perception to strengthen other sensory perceptions plays a moderating role in the relationship between savoring beliefs and flourishing life. However, for the interactions of savoring strategies, teachers with high-level savoring strategies (including constructing memories, making downward comparisons, and sensory-perceptual sharpening) are inferior to those with low-level savoring strategies (including constructing memories, inferior accumulation of memories , and sensory-perceptual sharpening) when both have a low level of savoring beliefs. However, when senior teachers have low-level savoring beliefs, those with a high level of self-congratulation are more likely to use self-congratulation than those with low level of self-congratulation, whereas groups with either high-level or low-level behavioral expression are less likely to use this strategy. These results indicate that senior teachers with low-level savoring beliefs use high-level and low-level savoring strategies differently according to the extent to which they have a flourishing life , with higher level savoring strategies leading to a more flourishing life. However, “sharing” does not play a moderating role in the relationship between savoring beliefs and flourishing life. This indicates that senior teachers are less likely to seek out partners to share their experiences with and to tell others of the significance of positive experiences to them. (3) Although savoring strategies are not the most important factor for novice teachers, novice teachers have higher levels of “sharing with others” and “behavioral expression” than senior teachers do. These two strategies do not have a moderating effect on the relationship between savoring beliefs and flourishing life. However, these results indicate that, in the early stages of teaching, teachers can more easily handle teaching problems if they have someone to share and explain the significance of experiences with and to whom they can express positive emotions outside of work. Regarding the limitations of this study, although novice and senior teachers can be further divided into different stages of teaching, only seniority was used in this study. In future studies, teachers should be asked to provide their length of service to enable a more detailed analysis. In addition, the reliability of the Savoring Beliefs Scale used in this study and the factor loads of some items are low, indicating that a large measurement error may be present in the results and this scale requires revision. Furthermore, future studies should include junior high school teachers from different teaching disciplines and indicate whether the teachers are required to also complete administrative work, both of which may influence teachers’ emotions. In future studies, longitudinal studies should be completed to track the changes in teachers’ savoring beliefs, savoring strategies, and flourishing in life.
頁次 587-616
關鍵詞 品味信念 品味策略 圓滿人生 初任教師 資深教師 savoring beliefs savoring strategies flourishing life senior teachers novice teachers TSSCI Scopus
卷期 53:3
日期 202203
刊名 教育心理學報
出版單位 國立臺灣師範大學教育心理與輔導學系(所)
DOI 10.6251/BEP.202203_53(3).0004