English  |  正體中文  |  简体中文  |  Post-Print筆數 : 20 |  Items with full text/Total items : 90026/119936 (75%)
Visitors : 24022926      Online Users : 188
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/116932
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/116932

    Title: What the benefits of teachers with high positivity-ratio really are ? The happy teacher effect
    Authors: 余民寧
    Yu, Min-Ning
    Chen, Po-Lin
    Contributors: 教育系
    Keywords: positive emotion;negative emotion;positivity-ratio;the happy teacher effect.
    Date: 2017-09
    Issue Date: 2018-04-24 14:05:50 (UTC+8)
    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.
    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。
    Relation: 教師天地, No.203, pp.1-17
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    p1-p172.pdf599KbAdobe PDF358View/Open

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback