以品味策略為調節角色：國中初任與資深教師品味信念與圓滿人生之關係

陳柏霖

doi:10.6251/BEP.202203_53(3).0004

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P587 - 616

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

书目管理工具

相关连结

问题回报

全文下载

以品味策略为调节角色：国中初任与资深教师品味信念与圆满人生之关系

Savoring Strategies Moderate the Relationship between Junior High School Novice and Senior Teachers' Savoring Beliefs and Level of Flourishing in Life

陈柏霖(Po-Lin Chen)

教育心理学报； 53 卷 3 期 (2022 / 03 / 01) ， P587 - 616

繁体中文 DOI： 10.6251/BEP.202203_53(3).0004

品味信念；品味策略；圆满人生；初任教师；资深教师； savoring beliefs ； savoring strategies ； flourishing life ； senior teachers ； novice teachers

0 个人觉得这篇文章赞

摘要 │ 参考文献 (84) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Flourishing is a relatively new concept in positive psychology that considers hedonic and eudaimonic aspects of well-being. Although great emphasis has been placed on stress and burnout among school teachers, little attention has been given to these teachers' well-being. Savoring can be defined as an individual's strategy for directing their attention to positive experiences and regulating their positive feelings in response to positive events. Savoring is an effective regulation tactic characterized by the ability to focus on and exert control over the development, intensification, and sustainment of positive emotions. Bryant and Veroff (2007) proposed several cognitive and behavioral savoring strategies that are effective in enhancing and prolonging positive experiences, including sharing the experience with others (seeking out people with whom one can enjoy an event or report one's appreciation of the moment), behavioral expression (laughing or emoting), counting blessings (cultivating gratitude), self-congratulation (cultivating pride), memory building (purposefully attempting to remember the positive event), and sensory-perceptual sharpening (focusing on the physical sensations of a pleasant experience). Chen and Yu (2018) reviewed this study and proposed that a flourishing life is one that involves mercifulness (blessing positive emotions ), playfulness (blessing engagement), peacefulness (blessing identifying meaning), respectfulness (blessing competent requirements), and cheerfulness (blessing an optimistic attitude). The main purpose of this study is to explore the relationships among beliefs about savoring, the capacity to savor, and a flourishing life in junior high school special and general education teachers. Nine hundred eighty-nine junior high school teachers were recruited to participate in a series of web-based and paper-based surveys. Novice (n = 207) and senior junior high school teachers (n = 413) participated in this study. The initial sample comprised 822 women (83.1%) and 167 men (16.9%). The educational levels of participants included university (n = 426, 43.1%) and graduate levels (n = 563, 56.9%). The major measurements for this study were the ＂Savoring Beliefs Inventory,＂ the ＂Ways of Savoring Checklist,＂ and the ＂Flourishing Life Scale.＂ The Savoring Beliefs Inventory is a 9-item self-report measure designed to assess the extent to which individuals savor positive experiences. Savoring is a multidimensional construct that contains three subscales: anticipation, reminiscing, and in-the-moment savoring. However, only total scores were calculated in this study. Furthermore, a shortened version (18 items) of the Ways of Savoring Checklist was used. We developed the shortened version by selecting three highly loading items from each of the six savoring subscales proposed by Bryant and Veroff (2007). The six savoring dimensions evaluated sharing with others, memory building, self-congratulation, behavioral expression, making downward comparisons, and sensory-perceptual sharpening. A shortened version (23 items) of the Flourishing Life Scale (FLS; adapted from Chen & Yu, 2018) was also used. We developed the shortened version by selecting three highly loading items from each of the five savoring subscales proposed by Chen and Yu (2018). The five flourishing life dimensions evaluated mercifulness (positive emotions), playfulness (engagement), peacefulness (identifying meaning), respectfulness (adequate guidelines), and cheerfulness (an optimistic attitude). The moderating effects of capacity to savor were tested using a hierarchical multiple regression analysis according to the steps of Baron and Kenny's (1986) moderating model. To reduce the occurrence of multicollinearity problems, standard z-scores were used. Details on the data analyses are provided in the findings. The results demonstrated the following: (1) The average scores of senior teachers were significantly higher than those of novice teachers for ＂flourishing life,＂ ＂mercifulness (blessing positive emotions),＂ ＂playfulness (blessing engagement),＂ ＂harmony (blessing identifying meaning),＂ ＂respectfulness (blessing competent requirements),＂ and ＂optimism (blessing an optimistic attitude).＂ The literature has indicated that adults in late adulthood have higher scores for ＂flourishing life,＂ ＂mercifulness (blessing positive emotions),＂ and ＂playfulness (blessing engagement)＂ than those in other stages of adulthood do (Chen & Yu, 2018). Because potential differences are present in flourishing life for various stages of adulthood, the results cannot be completely analogized to teachers. However, the findings of this study indicate that, for senior teachers, their seniority provides them with a better understanding of their living environment; as their seniority and age increase, their level of flourishing in life increases . Previously, research indicated that the well-being of senior female teachers in primary schools increased with their age, maturity, and accumulation of teaching experience, which enabled them to achieve a flourishing life (Lee, 2007). By comparison, novel teachers scored higher than senior teachers in ＂expectation,＂ ＂memory,＂ ＂savoring strategies,＂ ＂sharing with others,＂ and ＂behavioral expression.＂ Savoring beliefs included not only feelings of pleasure but also feelings of anticipation and recollection. This process promotes, supports , and enhances successful experiences; that is, it involves appreciation and enjoyment of positive experiences. When novice teachers begin teaching with positive feelings or experiences (such as savoring beliefs and strategies), their positive teaching experience can last longer. Even when negative events occur, such teachers can adopt effective coping methods, thus weakening the negativity of the experiences and the subsequent negative feelings, which enables them to understand and adapt to the variability of educational work. (2) The savoring strategies of senior teachers and other factors (behavioral expression, memory building, self-congratulation, sensory-perceptual sharpening, and making downward comparisons) played a moderating role in the relationship between savoring beliefs and flourishing life. Senior teachers express positive emotions, store interesting experiences or activities for future recollection, and remind themselves that achieving the status of senior teachers was difficult. They can compare their own feelings with those of others and, in doing so, have positive experiences, which play a moderating role in the relationship between savoring beliefs and flourishing life.Furthermore, when senior teachers strengthen their perceptual strategies, they can attempt to stop or slow the passing of positive events. The ability to block one type of sensory perception to strengthen other sensory perceptions plays a moderating role in the relationship between savoring beliefs and flourishing life. However, for the interactions of savoring strategies, teachers with high-level savoring strategies (including constructing memories, making downward comparisons, and sensory-perceptual sharpening) are inferior to those with low-level savoring strategies (including constructing memories, inferior accumulation of memories , and sensory-perceptual sharpening) when both have a low level of savoring beliefs. However, when senior teachers have low-level savoring beliefs, those with a high level of self-congratulation are more likely to use self-congratulation than those with low level of self-congratulation, whereas groups with either high-level or low-level behavioral expression are less likely to use this strategy. These results indicate that senior teachers with low-level savoring beliefs use high-level and low-level savoring strategies differently according to the extent to which they have a flourishing life , with higher level savoring strategies leading to a more flourishing life. However, ＂sharing＂ does not play a moderating role in the relationship between savoring beliefs and flourishing life. This indicates that senior teachers are less likely to seek out partners to share their experiences with and to tell others of the significance of positive experiences to them. (3) Although savoring strategies are not the most important factor for novice teachers, novice teachers have higher levels of ＂sharing with others＂ and ＂behavioral expression＂ than senior teachers do. These two strategies do not have a moderating effect on the relationship between savoring beliefs and flourishing life. However, these results indicate that, in the early stages of teaching, teachers can more easily handle teaching problems if they have someone to share and explain the significance of experiences with and to whom they can express positive emotions outside of work. Regarding the limitations of this study, although novice and senior teachers can be further divided into different stages of teaching, only seniority was used in this study. In future studies, teachers should be asked to provide their length of service to enable a more detailed analysis. In addition, the reliability of the Savoring Beliefs Scale used in this study and the factor loads of some items are low, indicating that a large measurement error may be present in the results and this scale requires revision. Furthermore, future studies should include junior high school teachers from different teaching disciplines and indicate whether the teachers are required to also complete administrative work, both of which may influence teachers' emotions. In future studies, longitudinal studies should be completed to track the changes in teachers' savoring beliefs, savoring strategies, and flourishing in life.

参考文献 ( 84 ) 〈TOP〉

余民宁, M.-N.,许嘉家, J.-J.,陈柏霖, P.-L.(2010)。中小学教师工作时数与忧郁的关系：主观幸福感的观点。教育心理学报，42，229-251。
连结：
余民宁, M.-N.,陈柏霖, P.-L.,陈玉桦, Y.-H.(2018)。巅峰型教师的样貌：圆满幸福、知觉工作压力、灵性幸福感及心理健康之关系。教育心理学报，50，1-30。
连结：
林易萱, Y.-H.,龚心怡, H.-Y.(2017)。教师信念、专业承诺与班级经营效能比较之研究──以国高中新手与资深教师为例。师资培育与教师专业发展期刊，10(2)，111-138。
连结：
陈李绸, L.-C.(2015)。教师情绪智慧及心理健康研究。教育科学期刊，14(2)，27-55。
连结：
陈柏霖, P.-L.,余民宁, M.-N.,洪兆祥, C.-H.(2019)。侨生与本地生的目标设定、全心学习、意志力及巅峰幸福之模型建构及其差异比较。教育科学研究期刊，64(2)，131-160。
连结：

被引用文献 ( 3 ) 〈TOP〉

(2021)。以品味与七福－圆满人生为中介：高龄者参与宗教活动与忧郁情绪之关系。教育与心理研究，44(1)，69-103。
(2022)。以心理韧性为中介角色：社区大学学员恒毅力与巅峰幸福之关系。教育与心理研究，45(3)，1-30。
(2023)。运用心理位移书写探讨教师的位格特性与情绪调节。教育心理学报，55(2)，211-239。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址