教保服務人員的感恩對創意教學自我效能之影響-以正向情緒、社會支持為中介變項

The Influence of Preschool Teachers and Caregivers ' Gratitude on the Self-efficacy for Creative Teaching : Positive Emotions and Social Support as Mediating Variables.

陳彥云(Chen Yen-Yun)

指導教授 ： 陳學志

國立臺灣師範大學/教育學院/創造力發展碩士在職專班/碩士(2022年)

https://doi.org/10.6345/NTNU202200759

摘要

本研究旨在探討教保服務人員的感恩特質對正向情緒、社會支持及創意教學自我效能感之影響，期望透過提升教師的感恩特質以促進創意教學行為表現，最終讓幼兒得到最好的學習效果。本研究採問卷調查法，以台灣各縣市之教保服務人員為研究對象。研究工具包含感恩特質量表、正負向情緒量表、社會支持量表、創意教學自我效能量表四份量表。本研究採描述性統計、獨立樣本t檢定、單因子變異數分析、相關分析、Process分析資料，研究結果如下：
一、人口變項與感恩、正向情緒、社會支持與創意教學自我效能感之比較差異
（一）不同性別的教保服務人員僅在創意教學自我效能感之「抗壓信念」具有顯著差異，男性教保服務人員於之抗壓信念得分高於女性。
（二）不同年齡的教保服務人員在感恩特質、社會支持及創意教學自我效能之表現具有顯著差異，但於正向情緒則不具有顯著差異。
（三）不同工作地點的教保服務人員在感恩特質、正向情緒、創意教學自我效能並無顯著差異，僅於社會支持中的「情緒與陪伴性支持」表現具有顯著差異。
（四）不同教育程度的教保服務人員在正向情緒、社會支持與創意教學自我效能並無顯著差異，僅在感恩特質中的「知足惜福」與創意教學自我效能感之「正向肯定」具有顯著差異。
（五）不同婚姻狀況的教保服務人員在感恩特質、正向情緒及創意教學自我效能上具有顯著差異；在知覺社會支持中並無顯著差異。
（六）不同任教年資的教保服務人員在感恩特質與創意教學自我效能具有顯著差異，在正向情緒及社會支持則無顯著差異。
（七）擔任不同職務的教保服務人員僅於創意教學自我效能之表現具有顯著差異，在感恩特質、正向情緒及社會支持的表現不具有顯著差異。
二、感恩特質與正向情緒、社會支持、創意教學自我效能之關係
（一）感恩特質較高的教保服務人員，擁有較多的正向情緒。
（二）感恩特質較高的教保服務人員，能知覺到的「情緒與陪伴性支持」、「訊息與實質性支持」的程度較多。
（三）感恩特質較高的教保服務人員，其感受到的「正向肯定」與「抗壓信念」較高，「負向自覺」相對感受較低。
（四）感恩特質、正向情緒對創意教學自我效能感具有正相關，且感恩特質能透過正向情緒影響創意教學自我效能感。
（五）感恩特質、社會支持對創意教學自我效能感具有正相關，且感恩特質能透過正向情緒影響創意教學自我效能感。
（六）感恩特質可以透過正向情緒和社會支持的序列中介間接預測創意教學自我效能感。正向情緒與社會支持順序相反，感恩特質亦會透過社會支持和正向情緒的序列中介間接預測創意教學自我效能感。

關鍵字

教保服務人員 ； 感恩特質 ； 正向情緒 ； 社會支持 ； 創意教學自我效能

並列摘要

This study investigated the effects of preschool teachers and caregivers’ gratitude on positive emotions, social support, and self-efficacy for creative teaching. In order to enhance teachers’ gratitude to promote creative teaching behavior, preschool children will eventually get the best learning results. The researcher will use questionnaire and adopt the preschool teachers and caregivers in Taiwan as the research object. Moreover, the employed instruments included the Inventory of Gratitude, Positive and Negative Affect Scales, the Inventory of Social Support, and the Inventory of Self-Efficacy for Creative Teaching.
The collected data was analyzed by descriptive statistics, one-way ANOVA, Pearson correlation analysis and Process. The main findings of this study were as follow:
1. Comparative differences in demographic variables, gratitude , positive emotions, social support, and self-efficacy for creative teaching.
(1) Preschool teachers and caregivers of different genders had significant differences only in "stress-resistance beliefs" of self-efficacy for creative teaching. Males' scored was higher than Females’on "belief against stress".
(2) Preschool teachers and caregivers of different ages had significant differences in gratitude, social support and self-efficacy for creative teaching. However, no difference was found on positive emotions
(3) Preschool teachers and caregivers of different of work area had significant differences only in emotional-accompanied social support.
(4) Preschool teachers and caregivers of different educational level had significant differences only in "be content with happiness" of gratitude and " positive affirmation " of self-efficacy for creative teaching.
(5) Preschool teachers and caregivers of different marriage had significant differences in gratitude , positive emotions, and self-efficacy for creative teaching. However, no difference was found on social support.
(6) Preschool teachers and caregivers of different teaching years had significant differences in gratitude and self-efficacy for creative teaching, but had no difference in positive emotions and social support.
(7) Preschool teachers and caregivers of different job title had significant differences only in self-efficacy for creative teaching
2. The relationalships among gratitude , positive emotions, social support, and self-efficacy for creative teaching.
(1) Grateful preschool teachers and caregivers had more positive emotions.
(2) Grateful preschool teachers and caregivers had a higher degree of emotional-accompanied and informational-tangible social support than less grateful ones.
(3) Grateful preschool teachers and caregivers had a higher level of positive affirmation and stress-resistance beliefs, and lower level of negative self-consciousness.
(4) While gratitude and positive emotions positively influenced self-efficacy for creative teaching, gratitude positively influenced self-efficacy for creative teaching via positive emotions.
(5) While gratitude and social support positively influenced self-efficacy for creative teaching, gratitude positively influenced self-efficacy for creative teaching via social support.
(6) While gratitude indirectly predicted self-efficacy for creative teaching through the sequential mediation of positive emotions and social support, gratitude also indirectly predicted self-efficacy for creative teaching through the sequential mediation of social support and positive emotions.

並列關鍵字

Preschool teachers and caregivers ； gratitude ； positive emotions ； social support ； self-efficacy for creative teaching

參考文獻

林志哲（2011）。從「感恩」出發－尋找向上提升的力量。教育研究學報，45（1），1-23。

林碧芳（2012）。創意教學自我效能感量表在兩岸中小學教師之測量恆等性檢驗。創造學刊，3（1），53-69。

林碧芳、趙長寧、邱皓政（2010）。中小學教師創意教學效能與內在動機模式之檢驗－一項中介效果的驗證。創造學刊，1（1），65-92。

李新民（2009）。幼兒教師的心理資本及其與工作表現的潛在關聯。幼兒保育學刊，7，1-23。

李新民、陳密桃（2009）。大學生感恩學習介入方案成效分析：拓延建構理論假設的考驗。課程與教學季刊，12（2），107-134。