本研究為採用四波次交叉延宕設計的縱貫性研究,旨在探討實習教師的創意角色認定檢證、情緒與創意教學表現之影響關係。本研究目的有二項:第一,以認定控制理論為基礎,透過交叉延宕模型,對實習教師在創意角色認定檢證之歷程進行探討;其二,透過認定控制理論,對實習教師在創意角色認定檢證、情緒與創意教學表現之間的因果關係,做全面性的檢驗。研究對象取自全臺灣18 所大學師培中心的803 位實習教師。研究流程上歷時一個月,以每週一波次的方式,進行合計四波次的線上問卷寄發與資料回收。透過結構方程模型進行資料分析。研究結果部份,實習教師增加創意教學表現有助於達成創意角色認定檢證,創意角色認定檢證對情緒及創意教學表現之影響效果則不顯著,也並未發現創意角色檢證差距隨時間遞減之現象。最後,針對上述研究結果,進行理論意涵與實務意涵之探討,並提出本研究相關的研究限制及後續研究建議。
In this study, we used longitudinal design of four-waves cross-legged model in order to explore the relationship between identity verification of creative role, emotion, and creative performance. This study had two purposes. First, base on identity control theory, using the cross-legged model to explore the process of identity verification of creative role for study teachers. Second, using identity control theory to investigate the causal relationship between identity verification of creative role, emotion, and creative performance for study teachers. The participants are 803 study teachers form 18 centers of teacher education in Taiwan. In our study, we using e-survey to get research data. The data was retrieved form four time points(once a week). Data analysis was conducted using the Structural equation modeling (SEM). The result indicated that creative performance advanced identity verification of creative role, but there was no effect of the impact of identity verification of creative role on emotion and creative performance. However, the identity verification of creative role could not decrease with time. Based on the aforementioned results, theoretical and practical implications were discussed and the limitations of this study were identified with further suggestions.