體育教師幽默量表之編製－以澎湖科技大學為例

Development of Teacher Humor Orientation Inventory

王俊人(Jun-Ren Wang)；李岳修(Yueh-Shiu Lee)

探索式因素分析 ； 驗證式因素分析 ； 建構效度 ； 結構方程模式 ； Exploratory Factor Analysis ； Confirmatory Factor Analysis ； Construct Validity ； Structural Equation Modeling

島嶼觀光研究

11卷1期（2018 / 03 / 01）

21 - 36

繁體中文

本研究目的為發展中文版體育教師幽默量表；本研究問卷採Booth-Butterfield與Booth-Butterfield (1991)所提出的幽默量表，另有研究Maki, Booth-Butterfield,與McMullen (2012)提出此量表，也可用於評量他人，並提出信度達0.92。以澎湖某大學學生為研究對象，於2014年6月4日至11日，共7天，在課堂教室內進行施測，有效問卷為118份，有效率達90%。問卷回收後進行項目分析和探索式因素分析檢定；另於104年10~11月，共2個月，於澎湖某大學學生為研究對象，有效問卷為500份，有效率達90.9%，問卷回收後進行驗證性因素分析的檢定，檢測資料常態性、適配度指標、題項信度、聚歛和區別效度。研究結果顯示，本研究的項目分析良好，探索式因素分析分析出3個構面，為幽默技巧、幽默能力、無趣；驗證性因素分析之資料常態性檢驗正常、模式適配度良好，整體、絕對、增值、精簡指標皆良好；聚歛效度和區別效度也良好；表示體育教師幽默量表有內容效度，也有良好的信效度。

This study development the Teachers' Humor Questionnaire, and then formulated a Teachers' Humor Scale in Chinese. Booth-Butterfield (1991) Teachers' Humor scale was adopted and transferred into Chinese. Maki, Booth-Butterfield and McMullen (2012) found Booth-Butterfield's scale could be done by others and its reliability was .92. Total 118 undergraduates of National Penghu University completed measures of Teachers' Humor during June 4th to June 11th, 2014. Item analyses and exploratory factor analysis were used. Another total 500 undergraduates of National Penghu University completed measures of Teachers' Humor during October to November, 2014. Item analyses, confirmatory factor analyses, goodness-of-Fit, discriminate validity were conducted. The result revealed that the scale fit the data moderately well. To conclude, the Teachers' Humor scale has content validity, reliability and validity.

1. 王慶中(2005)。幽默的研究問題。應用心理研究，26，57-71。
   連結：
2. Bollen, K.A.(1989).Structural equations with latent variables.New York:John Wiley and Sons.
3. Booth-Butterfield, M.,Booth-Butterfield, S.,Wanzer, M.(2007).Funny students cope better: Patterns of humor enactment and coping effectiveness.Communication Quarterly,55,299-315.
4. Booth-Butterfield, S.,Booth-Butterfield, M.(1991).Individual difference in the communication of humorous messages.Southern Communication Journal,56,32-40.
5. Fornell, C.,Larcker, D.F.(1981).Evaluating structural equation models with unobservable variables and measurement error.Journal of Marketing Research,18(1),39-50.
6. Jöreskog, K. G.,Sörbom, D.(1989).Lisrel 7 user's reference guide.Chicago:Scientific Software International.
7. Maki, S. M.,Booth-Butterfield, M.,McMullen, A.(2012).Does our humor affect us?: An examination of a dyad's humor orientation.Communication Quarterly,60(5),649-664.
8. Martin, R. A.,Lefcourt, H. M.(1983).Sense of humor as a moderator of the relation between stress and moods.Journal of Personality and Social Psychology,45(6),1313-1324.
9. Svebak, S.(1974).Revised questionnaire on the sense of humor.Scandinavian Journal of Psychology,15(1),328-331.
10. Thorson, J. A.,Powell, F.C.(1993).Development and validation of a multidimensional sense of humor scale.Journal of Clinical Psychology,49(1),13-23.
11. Wheaton, B.,Muthen, B.,Alwin, D., F.,Summers, G.(1977).Assessing reliability and stability in panel models.Sociological Methodology,8(1),84-136.
12. 林小麗(2004)。台北市，國立臺灣師範大學教育心理與輔導研究所。
13. 陳淑蓉(2003)。台北市，國立臺灣師範大學教育心理與輔導研究所。
14. 陳寬裕,王正華(2011).論文統計分析實務：SPSS 與 AMOS 的運用.台北市:五南.
15. 路易斯‧弗雷奇尼, R. F.,陳詩紘（譯）(2003).培養孩子的幽默感.台北市:新苗.
16. 廖招治(2005)。幽默與好的小學英語教師：理想與實際。教育研究月刊，138，69-81。