體驗區
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| 篇名 |
運用心理位移書寫探討教師的位格特性與情緒調節
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| 並列篇名 |
Effects of Psychological Displacement Writing on Emotional Regulation and Pronoun Use in Teachers
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| 作者 |
陳美如(Mei-Ju Chen)
、曾子沁(Tzu-Chin Tseng)
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| 中文摘要 |
學習環境的轉變與挑戰，導致教師壓力日增，然而教師的心理健康與情緒調節卻長期受到忽略。本研究運用心理位移（psychological displacement, PD）作為反思鷹架，透過線上社群的書寫、閱讀與回應，探究教師不同心理位置的位格特性以及心理位移對教師情緒之影響。參與者為51位在職教師，本研究採混合研究法，先以「紮根理論」與「內容分析法」對平臺上的語料進行編碼分類並獲得質性發現，再進一步進行量化的次數計算與統計檢定，最後將二者相互印證與討論。結果發現：（1）在位格特性方面，「我位格」包括：「自我覺察，形塑角色認同」、「鉅細靡遺，詳細描述」等特性；「你位格」包括：「自我同理與接納」、「自我提問，抽絲剝繭」等特性；「他位格」包括：「角度拉遠，自我發現」、「客觀觀察，自我理解」等特性；「再回到我位格」包括：「自我轉化，採取行動」、「覺察改變，自我領悟」、「社群支持，拓展思考」等特性。（2）心理位移書寫能促進教師情緒平和，提升正向情緒，並調適負面情緒。（3）運用社群協作平臺進行書寫更能提升心理位移之效應。（4）心理位移引導教師聚焦於自我反思及未來行動，降低教師對學生的情緒反應。最後，提出未來心理位移研究以及師資培育之建議。
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| 英文摘要 |
As international educational assessments become increasingly prominent, teachers are encountering heightened cognitive and emotional demands, leading to an escalation in the pressures they face. The dual nature of teaching engages both cognitive and emotional faculties, with emotional faculties influencing student outcomes and teacher–student relationships. Relevant research on teacher education has emphasized cognitive development, which can equip teachers with the skills for effective teaching. However, studies have often overlooked emotional management strategies essential for coping with occupational stress. This oversight has led to a prolonged period during which the emotional health and regulation strategies of teachers have been neglected. Jin (2004–2005) proposed the concept of psychological displacement as a narrative tool, alternating the use of personal pronouns—“I,” “you,” and “s/he”—to recount events. This approach fosters self-awareness, introspective thought, and emotional equilibrium, thereby enhancing psychological health. In addition, teacher growth thrives on community engagement, but research on psychological displacement has predominately relied on personal diaries, omitting interactive platform for sharing, reading, and responding to collective pedagogical narratives. To address these literature gaps, the present study used a knowledge forum (KF) as a collaborative online community, enabling participants to share, deliberate, and reflect upon one another’s teaching experiences. This study examined how reflective pronoun usage—specifically the cyclical usage of “I,” “you,” “s/he,” and “back-to-I”—serves as a reflective scaffold in online communities. The study investigated the pronoun usage patterns of teachers occupying different psychological perspectives and the effects of psychological displacement on their ability to manage emotions. This study included 51 student teachers who were enrolled in a master’s degree program and 6 months to 12 years of teaching experience as study participants. Of the participants, 13.7% were men and 86.3% were women. The research spanned an 18-week course designed by the researcher, and the course entailed weekly learning sessions of 3 h each. This pedagogical design incorporated psychological displacement as a scaffold, encouraging participants to document critical teaching events using the pronouns I, you, s/he, and back-to-I during weeks 3, 8, 13, and 18, respectively. The aim was to promote self-understanding and healing among teachers through psychological displacement writing. The data consisted of 204 notes penned by the teachers on the KF, reflecting on psychological displacement. A mixed-methods approach was adopted for analysis. The analysis was executed using pronoun characteristics, grounded theory, and consensual qualitative research methods. The study quantified complete sentences as units of analysis, summed the frequency of characteristic pronoun use across different psychological perspectives, and then calculated the ratios of each characteristic to determine typical and atypical patterns. For emotional analysis, a content analysis approach was used. The study aggregated the occurrences of various emotional expressions for each psychological perspective and then computed the ratios of each emotion type in the corresponding perspective. Furthermore, z-tests were conducted to compare the emotional shifts of teachers across the different psychological perspectives. Finally, the study conducted a cross-examination of and discussion about both quantitative results and qualitative data. The results are outlined as follows: (a) Regarding the characteristics associated with the usage of each pronoun, the study observed that the “I” pronoun was associated with the characteristics self-awareness, role identity formation, in-depth narratives, retrospective experiences, symbolic emotional expression, and self-centered perspectives. The “you” pronoun was associated with expressions of empathy toward oneself, acceptance, introspective self-questioning , encouragement and motivation, and self-suggestions and advice. Additionally, the “s/he” pronoun was associated with an external viewpoint, self-discovery, objective assessment, self-validation, hope, self-affirmation, and action-oriented rational analysis . The “back-to-I” pronoun was associated with self-transformation, action initiation, change awareness, self-understanding, community support reliance, cognitive scope enhancement, reality confrontation, personal recalibration, and positive internal drive cultivation. (b) Emotional responses during psychological displacement writing exhibited an initial surge, followed by a decline, and then stabilization, particularly in the “s/he” psychological perspective, which indicated a flourishing emotional state and mental wellbeing. (c) From the perspective of the “I” pronoun, the teachers clarified their roles and expectations, promoting self-awareness and identification. The “you” perspective encouraged self-support and a proactive outlook. In addition, the “s/he” perspective provided a framework for self-validation and optimism. Finally, from the perspective of the “back-to-I” pronoun, the teachers could derive comfort from companionship, which could enable them to offer emotional support in self-discovery. After experiencing these pronoun-specific characteristics, the teachers reported increased internal support and enhanced positive emotions. (d) During psychological displacement writing, the teachers demonstrated a gradual emotional detachment, observed themselves from an omniscient “s/he” perspective, and identified problems and directions. The “back-to-I” perspective enabled clarity and decision-making, which in turn alleviated the whirlpool of negative emotions without their complete disappearance, thereby indicating the coexistence of negative and positive emotions and transforming negative emotions into growth drivers through psychological displacement (e) The use of a community collaboration pla tform and the companionship and support from partners could provide the teachers with emotional comfort and enhance the effect of psychological displacement. (f) Psychological displacement could guide the teachers toward self-reflection and future actions, and this could subsequently diminish emotional responses toward students and reduce emotional reactivity in teacher–student interactions. This study has some limitations. The categories of psychological characteristics from each pronoun perspective were based on grounded theory and on consensual qualitative research conducted on data collected from a corpus of 51 participants. However, because of the complexity of human psychology, these categories may not cover all possible psychological characteristics. Therefore, future studies should expand the understanding of psychological characteristics across different personalities. In conclusion, this study demonstrated that teachers often discuss their relationships with students within the context of psychological displacement writing. As teachers navigate through the stages of psychological displacement, their emotional responses toward students can change. Thus, the dynamics between teachers and students are crucial in fostering introspection and regulating emotions among teachers. Future research can use psychological displacement as a scaffold to encourage teachers to engage more deeply with challenges such as trying experiences in student interactions. Furthermore, discourse within community collaboration platforms has been conducive for providing multiple viewpoints and emotional support. Future studies could integrate community collaboration platforms into psychological displacement writing initiatives to potentially strengthen the effects on the reflective practices and emotional growth of teachers.
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| 頁次 |
211-240
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| 關鍵詞 |
心理位移
、位格特性
、情緒調節
、協作社群
、教師發展
、psychological displacement
、pronouns characteristics
、emotional regulation
、collaborative community
、teacher development
、TSSCI
、Scopus
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| 卷期 |
55:2
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| 日期 |
202312
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| 刊名 |
教育心理學報
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| 出版單位 |
國立臺灣師範大學教育心理與輔導學系(所)
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| DOI |
10.6251/BEP.202312_55(2).0001
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