國小教師健康行為自我效能與幸福感關聯之研究－以五大人格特質為調節變項

本研究旨在探討台灣國小教師健康行為自我效能、幸福感與五大人格特質之潛在關係，以健康行為自我效能為自變項，幸福感為依變項，探討不同人格特質所衍生的影響性與調節效果。研究對象以國小學教師為調查樣本，採立意取樣發出500份問卷，回收有效問卷472份，有效回收率達94.4%。透過相關分析、多元階層迴歸分析進行假設驗證，探討五大人格特質對健康行為自我效與幸福感之影響結果。研究發現，健康行為自我效能對幸福感具有正向顯著影響；五大人格特質對健康行為自我效能與幸福感具有顯著調節效果。研究建議教師宜在教學歷程與學生相處互動的過程中，順應自我人格特質屬性且以身作則，留意自我健康狀態並維持保有運動習慣，提升自身幸福感之能量並傳遞予學生，促其發展正向積極之態度。

關鍵字

五大人格特質；健康行為自我效能；幸福感

並列摘要

This study explored the potential relationships among elementary school teachers' health behavior self-efficacy, well-being, and big five personality traits. Health behavior self-efficacy in was employed as the independent variable, and well-being the dependent variable, to discuss how the five personality traits affect and moderate the relationship between said variables. The study participants comprised elementary school teachers, who were sampled through purposive sampling. A total of 500 questionnaire copies were distributed, with 472 valid responses returned, reaching a valid response rate of 94.4%. A correlation analysis and a hierarchical multiple regression analysis were used to test the hypotheses established in this study and examined the effects of the big five personality traits on health behavior self-efficacy and well-being. According to the results, health behavior self-efficacy significantly and positively affected well-being, and the big five personality traits significantly moderated the relationship between health behavior self-efficacy and well-being. Building on these findings, this study recommended that teachers follow their personality traits and be a positive role model to students throughout the course of their teaching and interaction with students; pay attention to their health status; maintain an exercise habit, which enhances their well-being ; and pass such positive energy generated through well-being to students to help them develop a positive mindset.

並列關鍵字

Big-Five Personality Traits ； Health Behavior Self-Efficacy ； Well-Being

參考文獻

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