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Author: 張舒晴
Chang, Shu-Ching
Thesis Title: 國小教師創意教學自我效能、創意教學行為、執行功能與幸福感之調節中介關係探討
The Moderated Mediation Relation between Creative Teaching Self-Efficacy, Creative Teaching, Executive Function, and Well-being of Elementary School Teachers
Advisor: 陳學志
Chen, Hsueh-Chih
Committee: 邱發忠
Chiu, Fa-Chung
郭郡羽
Kuo, Chun-Yu
陳學志
Chen, Hsueh-Chih
Approval Date: 2022/06/14
Degree: 碩士
Master
Department: 創造力發展碩士在職專班
Continuing Education Master's Program of Creativity Development
Thesis Publication Year: 2022
Academic Year: 110
Language: 中文
Number of pages: 102
Keywords (in Chinese): 國小教師創意教學自我效能創意教學行為執行功能幸福感
Keywords (in English): elementary school teachers, creative teaching self-efficacy, creative teaching, executive function, well-being
Research Methods: 量化研究
DOI URL: http://doi.org/10.6345/NTNU202200613
Thesis Type: Academic thesis/ dissertation
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  • 近年來,正向心理學的興起引發人們對幸福感的重視,而促進社會進步的最大動力為教育,因此提升教師幸福感的議題備受關注。本研究旨在了解國小教師創意教學自我效能、創意教學行為、執行功能與幸福感之調節中介關係,研究對象為國小教師,採用「創意教學自我效能量表」、「創意教學行為量表」、「中文版執行功能量表(大學生版)」與「心盛量表」作為研究工具,本研究使用滾雪球抽樣法,以SurveyCake線上問卷發放,共回收550份有效問卷,針對問卷進行統計方法,結果顯示:(一)國小英語教師與非英語教師在創意教學自我效能、創意教學行為、執行功能均無顯著差異;(二)國小教師創意教學自我效能可以正向解釋幸福感;(三)國小教師創意教學自我行為能夠部份中介創意教學自我效能對幸福感的預測力;(四)國小教師之執行功能(策略行動)能促進創意教學行為對幸福感之關聯,且能緩衝創意教學自我效能與幸福感之關聯;(五)執行功能(組織規劃)能緩衝創意教學自我效能與幸福感之關聯;(六)執行功能(衝動控制)能促進創意教學自我效能與創意教學行為之關聯。本研究根據以上結果進行討論,提出學術研究建議與教學實務建議,作為未來研究之參考。

    Nowadays, the popularity of positive psychology shows the importance of well-being. Therefore, this study aims to investigate the moderated mediation relation between creative teaching self-efficacy, creative teaching, executive functions, and well-being of elementary school teachers. The questionnaire consists of four parts: creative teaching self-efficacy scale, creative teaching scale, executive function scale, and well-being scale. The analyzed data was collected through the questionnaire. A total of 550 samples were collected. The results showed that (1) There was no significant difference between elementary school English teachers and non-English teachers on creative teaching self-efficacy, creative teaching, and executive functions. (2) Creative teaching self-efficacy could positively predict well-being. (3) Creative teaching showed a partial mediation effect on the relationship between creative teaching self-efficacy and well-being. (4) Executive function, including strategic action, organizational planning, and impulse control, could moderate this mediation model.

    謝辭 i 摘要 ii 目錄 v 表目錄 vii 圖目錄 ix 第一章 前言 1 第一節 研究動機 1 第二節 研究目的與待答問題 6 第三節 名詞釋義 7 一、創意教學自我效能 7 二、創意教學行為 7 三、執行功能 8 四、幸福感 8 第二章 文獻探討 11 第一節 創意教學自我效能 11 第二節 創意教學行為 14 第三節 執行功能 20 第四節 幸福感 28 第五節 創意教學自我效能、創意教學行為、執行功能與幸福感之相關研究30 第六節 雙語潛在優勢 33 第七節 小結 34 第三章 研究方法 35 第一節 研究架構 35 第二節 研究對象 35 第三節 研究工具 36 一、教師基本資料 36 二、創意教學自我效能量表 37 三、創意教學行為量表 39 四、執行功能量表 41 五、幸福感量表 43 第四節 研究程序 44 第五節 研究假設 45 第六節 資料處理 47 第四章 研究結果 49 第一節 國小教師背景變項之現況分析 49 第二節 國小英語教師與非英語教師在創意教學自我效能、 創意教學行為、執行功能之差異情形 54 第三節 國小教師創意教學自我效能、創意教學行為、執行功能 與幸福感之相關分析 58 第四節 國小教師之創意教學行為對於創意教學自我效能與幸福感之中介效果 60 第五節 執行功能對於此中介模型之調節效果 61 第五章 綜合討論 77 第一節 研究結論與討論 77 第二節 研究限制 84 第三節 後續建議 85 參考文獻 87

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