國中小教師生活壓力與幸福感之相關研究－以幽默風格為調節變項

The Moderating Effect of Humor Style on the Relationship between Living Stress and Subjective Well-being in Junior High School and Elementary School Teachers

陳瑾(CHEN, CHIN)

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(2011年)

摘要

本研究以國中小教師為研究對象，探討幽默風格對國中小教師生活壓力與幸福感之影響，分為四個層面探討如下：1.國中小教師的生活壓力與幸福感的關係；2. 國中小教師幽默風格與幸福感之間的關係；3. .幽默風格對國中小教師生活壓力與幸福感之調節作用。利用問卷調查法，本研究抽取大臺北地區16所國中小344名教師為施測對象，針對相關資料進行描述統計、皮爾遜積差相關、多元迴歸分析及階層迴歸分析等統計方法進行分析，本研究結果顯示：

一、不同背景變項之差異情形：
1.性別方面：男性在「弄巧成拙型」、「自我吹捧型」、「自我貶抑型」之幽默風格顯著大於女性；而「親和聯繫型」、「自我鼓舞型」、「回應攻擊型」、「主動攻擊型」、「自我調侃型」則未達顯著差異。
2. 擔任職務方面： 級任導師在「弄巧成拙型」、「自我吹捧型」、「主動攻擊型」之幽默風格顯著大於科任教師；而在「親和聯繫型」、「自我鼓舞型」、「回應攻擊型」、「自我調侃型」、「自我貶抑型」則未達顯著差異。
二、生活壓力能負向預測幸福感。
三、在排除了生活壓力對幸福感的影響外，自我鼓舞及弄巧成拙型幽默風格能正向預測幸福感；自我貶抑型幽默風格則可以負向預測幸福感。
四、幽默風格對生活壓力、幸福感之調節效果如下：
1.親和聯繫型幽默風格有助於抑制生活壓力對幸福感的負向效果，高親和聯繫型幽默風格者之生活壓力與幸福感之負相關顯著低於低親和聯繫型幽默風格者。
2.自我吹捧型幽默風格增加生活壓力對幸福感的負向影響。在低生活壓力時，高自我吹捧型之幸福感較低自我吹捧型高；但在在高生活壓力時，低自我吹捧型的幸福感較高自我吹捧型高。高自我吹捧型幽默風格者之生活壓力與幸福感之負相關顯著高於低自我吹捧型幽默風格者。
3.主動攻擊型幽默風格增加生活壓力對幸福感的負向效果。在低生活壓力時，高主動攻擊型之幸福感較低主動攻擊型低；但在在高生活壓力時，高主動攻擊型的幸福感低主動攻擊型高。高親和聯繫型幽默風格者之生活壓力與幸福感之負相關顯著高於低親和聯繫型幽默風格者。
4.自我調侃型增加生活壓力對幸福感的負向效果，高自我調侃型幽默風格者之生活壓力對幸福感的負向影響較大，低自我調侃型幽默風格者之生活壓力對幸福感的負向影響較小。在低生活壓力時，高自我調侃型之幸福感較低自我調侃型高；但在在高生活壓力時，幸福感的差異較不明顯。

最後，根據本研究結果加以討論，並提出未來研究及教育輔導之建議，以供未來研究參考。

關鍵字

生活壓力 ； 幸福感 ； 幽默風格

並列摘要

In this paper, we investigated the moderating effect of humor style of junior high school and elementary school teachers on the relationship between living stress and Subjective Well-being. Three dimensions of the relationships can be simply defined: (1) the relationship between living stress and Subjective Well-being, (2) the relationship between humor styles and Subjective Well-being, and (3) the moderating effect on the relationship between living stress and Subjective Well-being.

There are 400 subjects of junior high school and elementary school teachers located in Taipei in our questionnaire survey. We further analyzed variance characteristics and validation of moderating effect by using descriptive statistics, Pearson's product-moment correlation, multiple regression analysis, and hierarchical multiple regression analysis. The conclusion is shown as follows:

1. The differences of background variances:
1) The perspective of gender: the means of “overreach oneself”, “self-flatter”, and “self-defeating” in male are larger than those in female.
2) The perspective of position: the means of “overreach oneself”, “self-enhancing”, and “active aggression” in class teachers are larger than those in subject teachers.
2. There exists a negative predicting effect of living stress on Subjective Well-being.
3. The summary of moderating effect of Eight-dimension Humor Style is presented as below:
1) The “affiliation” style is helpful to mitigate the negative effect of living stress on Subjective Well-being, and the moderating effect in high “affiliation” style is significant better than that in low “affiliation” style. Moreover, in high living stress situation, the moderating effect in high “affiliation” style is also greater than the opposite.
2) The “self-flatter” style can help to increase the negative effect of living stress on Subjective Well-being. That is, under the low living stress situation, the Subjective Well-being of high “self-flatter” style would be larger than that of low “self-flatter” style, and, furthermore, the moderating effect is more significant than in the high living stress situation. However, our results also indicated that, in the high living stress situation, the Subjective Well-being of low “self-flatter” style is higher than the opposite.
The “active aggression” style can strength the negative effect of living stress on Subjective Well-being. The Subjective Well-being of high “active aggression” style is critical lower than that of low “active aggression” style in the low living stress situation. Nonetheless, in the high living stress situation, the Subjective Well-being of high “active aggression” is lower than low “active aggression” style.
The “self-jeer” style can enlarge the negative effect of living stress on Subjective Well-being. Under the low living stress situation, the Subjective Well-being of high “active aggression” style is larger than that of low “active aggression” style. Nevertheless, in the high living stress situation, there is no significant difference between high and low “active aggression” style.

Finally, further suggestions for future studies and educational counseling are also analyzed according to our results.

並列關鍵字

Living Stress ； Subjective Well-being ； Humor Style

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