成年早期與中期樣貌：全心學習、情緒創造、品味能力及圓滿人生之模型建構和其差異比較

What Does Early and Middle Adulthood Look Like? A Comparison of Structural Models on Mindful Learning, Emotional Creativity, Capacity to Savor, and Flourishing Life

陳柏霖(Po-Lin Chen) ； 洪兆祥(Chao-Hsiang Hung) ； 余民寧(Min-Ning Yu)

《教育科學研究期刊》 64卷4期 (2019/12) Pp. 207-239

https://doi.org/10.6209/JORIES.201912_64(4).0008

摘要

過去研究指出，不同成年期於圓滿人生有差異，但缺乏探究全心學習、情緒創造、品味能力及圓滿人生之關係。本研究旨在探究成年早期與成年中期於全心學習、情緒創造、品味能力及圓滿人生的模式建構和其差異比較。本研究者以616位成人為對象，藉由實徵資料蒐集，使用描述統計、結構方程式模型進行分析。研究結果發現：一、成年早期與中期的品味能力於全心學習與圓滿人生之間有中介效果，但情緒創造僅在成年早期的全心學習與圓滿人生間有中介效果；二、成年早期與中期的情緒創造透過品味能力對全心學習與圓滿人生之間扮演遠程中介角色；三、成年中期在新奇產生、變通性、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，以及樂福－樂天知命上的平均得分，均顯著高於成年早期；四、成年早期於情緒準備與情緒新奇上的平均得分，顯著高於成年中期。最後，根據研究結果，針對生活與未來研究方向提出各項建議。

關鍵字

全心學習 ； 成年期 ； 品味能力 ； 情緒創造 ； 圓滿人生

並列摘要

Literature indicates potential differences of flourishing life in adulthood. However, studies on these differences in relation to mindful learning, emotional creativity, and capacity to savor are scant. This study therefore constructed a model to study the relationships among mindful learning, emotional creativity, capacity to savor, and flourishing life in early and middle adulthood. In total, 616 adults randomly selected from Northern, Central, and Southern Taiwan participated in this study. Analysis methods included descriptive statistics and structural equation modeling. The results demonstrated the following: (1) The capacity to savor in early and middle adulthood can mediate the prediction from mindful learning to flourishing life, whereas in early adulthood alone, emotional creativity has a mediator effect for the prediction from mindful learning to flourishing life. (2) In early and middle adulthood, emotional creativity to capacity to savor plays a serial mediating role in the prediction from mindful learning to flourishing life. (3) The scores of novelty producing, flexibility, flourishing life, benevolence-blessing positive emotions, playfulness-blessing engagement, harmony-blessing identify meaning, respectful-blessing competent requirements, and optimism-blessing optimistic attitude were significantly higher in middle adulthood than in early adulthood. (4) The scores of emotion preparedness and emotion novelty were significantly higher in early adulthood than in middle adulthood. Based on these results, suggestions regarding life practice and future research are discussed subsequently.

並列關鍵字

adulthood ； capacity to savor ； emotional creativity ； flourishing life ； mindful learning

參考文獻

陳柏霖、余民寧、洪兆祥（2019）。僑生與本地生的目標設定、全心學習、意志力及巔峰幸福之模型建構及其差異比較。教育科學與研究期刊，64（2），131-160。 【Chen, P.-L., Yu, M.-N., & Hung, C.-H. (2019). Comparative study on goal setting, mindful learning, volition, and flourishing among overseas Chinese students and local students: Comparison of structural models. Journal of Research in Education Sciences, 64(2), 131-160. 】

吳枚瑛、陳香廷、魯盈讌、洪瑞兒（2018）。探討高雄市青少年自覺健康、身體意象及幸福感之關係。教育科學研究期刊，63（1），33-67。 【Wu, M.-Y., Chen, H.-T., Lu, Y.-Y., & Hong, Z.-R (2018). Relationships between the self-perceptions of health awareness, body image, and well-being among adolescents in Kaohsiung. Journal of Research in Education Sciences, 63(1), 33-67. 】

張純子、洪志成（2009）。私立幼兒園教師情緒規則：社會建構觀點。臺中教育大學學報：教育類，23（2），91-115。 【Chang, C.-T., & Hung, C.-C. (2009). The emotional rules of private preschool teachers: A social-constructivist perspective. Journal of National Taichung University: Education, 23(2), 91-115.

陸洛（2003）。人我關係之界定─「折衷自我」的現身。本土心理學研究，20，139-207。 【Lu, L. (2003). Defining the self-other relation: The emergence of composite self. Indigenous Psychological Research in Chinese Societies, 20, 139-207. 】

陳柏霖、林偉文（2011）。大學生數理科學領域創意成就及其錯誤因應策略之關係。新竹教育大學教育學報，28（2），57-85。 【Chen, P.-L., & Lin, W.-W. (2011). The relationship between college students' mathematics, science, and creative achievements and strategies for coping with mistakes. Educational Journal of NHCUE, 28(2), 57-85. 】