知覺教師創造思考教學行為與學習適應之關係：復原力的調節效果

The Relationship between Perceived Teachers' Creative-thinking Teaching, and Learning Adjustment-The Moderating Effect of Resilience

曾文彥(Wen-Yang Tseng) ； 馬于雯(Yu-Wen Ma)

《創造學刊》 1卷2期 (2010/09) Pp. 73-95

https://doi.org/10.30081/CESJ.201009.0004

摘要

本研究目的旨在探討知覺教師創造思考教學、個體的復原力與軍校生學習適應之間的關係，研究者根據復原力的概念，以知覺創造思考教學為外在保護因子，個體的復原力為內在保護因子，探討兩者的交互作用對學習適應的影響關係為何。研究樣本為軍校大學部一至四年級的260位學生，研究方式採問卷調查進行，研究結果發現：（一）教師的創造思考教學與學習適應兩者之間具有正相關；（二）個體的復原力與學習適應具有正向關係存在；（三）復原力對於教師的創造思考教學與學習適應的關係，並不具有調節效果；（四）教師的創造思考教學與個體的復原力對學習適應具有聯合預測效果。

關鍵字

知覺創造思考教學 ； 復原力 ； 學習適應 ； 軍校生

並列摘要

The objective of this study was to explore the relationship between the perceived teachers' creative-thinking teaching, resilience and learning adjustment among cadets. Based on the concept of resilience with perceived teachers' creative-thinking teaching as the external protective factor and resilience as that of an internal, the researcher explored the effects the two interweaving factors have on learning adjustment. The subjects of this study were made up of 260 cadets, and the research employed questionnaires. Research results demonstrated that: (1). there is a positive relationship between the perceived teachers' creative-thinking teaching and learning adjustment; (2). there exists a positive relationship between resilience and learning adjustment; (3). resilience has no moderating effects on the relationship between the perceived teachers' creative-thinking teaching and learning adjustment; and (4). the perceived teachers' creative-thinking teaching and resilience have joint predicative effects on learning adjustment.

並列關鍵字

creative-thinking teaching ； resilience ； learning adjustment ； cadets