题名

成年早期與中期樣貌：全心學習、情緒創造、品味能力及圓滿人生之模型建構和其差異比較

并列篇名

What Does Early and Middle Adulthood Look Like? A Comparison of Structural Models on Mindful Learning, Emotional Creativity, Capacity to Savor, and Flourishing Life

DOI

10.6209/JORIES.201912_64(4).0008

作者

陳柏霖(Po-Lin Chen)；洪兆祥(Chao-Hsiang Hung)；余民寧(Min-Ning Yu)

关键词

全心學習 ； 成年期 ； 品味能力 ； 情緒創造 ； 圓滿人生 ； adulthood ； capacity to savor ； emotional creativity ； flourishing life ； mindful learning

期刊名称

教育科學研究期刊

卷期/出版年月

64卷4期（2019 / 12 / 01）

页次

207 - 239

内容语文

繁體中文
中文摘要

過去研究指出，不同成年期於圓滿人生有差異，但缺乏探究全心學習、情緒創造、品味能力及圓滿人生之關係。本研究旨在探究成年早期與成年中期於全心學習、情緒創造、品味能力及圓滿人生的模式建構和其差異比較。本研究者以616位成人為對象，藉由實徵資料蒐集，使用描述統計、結構方程式模型進行分析。研究結果發現：一、成年早期與中期的品味能力於全心學習與圓滿人生之間有中介效果，但情緒創造僅在成年早期的全心學習與圓滿人生間有中介效果；二、成年早期與中期的情緒創造透過品味能力對全心學習與圓滿人生之間扮演遠程中介角色；三、成年中期在新奇產生、變通性、圓滿人生、仁福－正向情緒、玩福－全心投入、和福－意義認同、敬福－勝任要求，以及樂福－樂天知命上的平均得分，均顯著高於成年早期；四、成年早期於情緒準備與情緒新奇上的平均得分，顯著高於成年中期。最後，根據研究結果，針對生活與未來研究方向提出各項建議。
英文摘要

Literature indicates potential differences of flourishing life in adulthood. However, studies on these differences in relation to mindful learning, emotional creativity, and capacity to savor are scant. This study therefore constructed a model to study the relationships among mindful learning, emotional creativity, capacity to savor, and flourishing life in early and middle adulthood. In total, 616 adults randomly selected from Northern, Central, and Southern Taiwan participated in this study. Analysis methods included descriptive statistics and structural equation modeling. The results demonstrated the following: (1) The capacity to savor in early and middle adulthood can mediate the prediction from mindful learning to flourishing life, whereas in early adulthood alone, emotional creativity has a mediator effect for the prediction from mindful learning to flourishing life. (2) In early and middle adulthood, emotional creativity to capacity to savor plays a serial mediating role in the prediction from mindful learning to flourishing life. (3) The scores of novelty producing, flexibility, flourishing life, benevolence-blessing positive emotions, playfulness-blessing engagement, harmony-blessing identify meaning, respectful-blessing competent requirements, and optimism-blessing optimistic attitude were significantly higher in middle adulthood than in early adulthood. (4) The scores of emotion preparedness and emotion novelty were significantly higher in early adulthood than in middle adulthood. Based on these results, suggestions regarding life practice and future research are discussed subsequently.
主题分类 社會科學 > 教育學
参考文献
  1. 江文慈, W.-T.(2004)。大學生的情緒調整歷程與發展特徵。教育心理學報，35(3)，249-268。
    連結：
  2. 余民寧, M.-N.,陳柏霖, P.-L.. 陳玉樺, Y.-H.(2018)。巔峰型教師的樣貌：圓滿幸福、知覺工作壓力、靈性幸福感及心理健康之關係。教育心理學報，50(1)，1-30。
    連結：
  3. 吳枚瑛, M.-Y.,陳香廷, H.-T.,魯盈讌, Y.-Y.,洪瑞兒, Z.-R(2018)。探討高雄市青少年自覺健康、身體意象及幸福感之關係。教育科學研究期刊，63(1)，33-67。
    連結：
  4. 李新民, H.-M.(2009)。國中生正向情緒創造對實用智能、美德行為的影響。高雄師大學報：教育與社會科學類，27，83-112。
    連結：
  5. 林惠彥, H.-Y.,陸洛, L.,吳珮瑀, P.-Y.,吳婉瑜, W.-Y.(2012)。快樂的員工更有生產力嗎？組織支持與工作態度之雙重影響。中華心理學刊，54(4)，451-469。
    連結：
  6. 洪晟惠, C.-H.,周麗端, L.-T.(2011)。家庭發展階段與家庭結構對中年世代生活滿意度的影響。人類發展與家庭學報，13，75-100。
    連結：
  7. 張純子, C.-T.,洪志成, C.-C.(2009)。私立幼兒園教師情緒規則：社會建構觀點。臺中教育大學學報：教育類，23(2)，91-115。
    連結：
  8. 陳柏霖, P.-L.,余民寧, M.-N.,洪兆祥, C.-H.(2019)。僑生與本地生的目標設定、全心學習、意志力及巔峰幸福之模型建構及其差異比較。教育科學與研究期刊，64(2)，131-160。
    連結：
  9. 陳柏霖, P.-L.,林偉文, W.-W.(2011)。大學生數理科學領域創意成就及其錯誤因應策略之關係。新竹教育大學教育學報，28(2)，57-85。
    連結：
  10. 陸洛, L.(2003)。人我關係之界定─「折衷自我」的現身。本土心理學研究，20，139-207。
    連結：
  11. 陸洛, L.,楊國樞, K.-S.(2005)。社會取向與個人取向的自我實現觀：概念分析與實徵初探。本土心理學研究，23，3-69。
    連結：
  12. Anderson, J. C.,Gerbing, D. W.(1988).Structural equation modeling in practice: A review and recommended two-step approach.Psychological Bulletin,103(3),411-423.
  13. Arnett, J. J.(2000).Emerging adulthood: A theory of development from the late teens through the twenties.American Psychologist,55(5),469-480.
  14. Ashford, J. B.,LeCroy, C. W.(2013).Human behavior in the social environment: A multidimensional perspective.Belmont, CA:Brooks/Cole.
  15. Averill, J. R.(1999).Individual differences in emotional creativity: Structure and correlates.Journal of Personality,67(2),331-371.
  16. Averill, J. R.,Chon, K. K.,Hahn, D. W.(2001).Emotions and creativity, East and West.Asian Journal of Social Psychology,4(3),165-183.
  17. Baer, R. A.,Lykins, E. L. B.(2011).Mindfulness and positive psychological functioning.Designing the future of positive psychology: Taking stock and moving forward,New York, NY:
  18. Bercovitz, K.,Pagnini, F.,Phillips, D.,Langer, E.(2017).Utilizing a creative task to assess Langerian mindfulness.Creativity Research Journal,29(2),194-199.
  19. Blanchflower, D. G.,Oswald, A. J.(2008).Is well-being U-shaped over the life cycle?.Social Science and Medicine,66(8),1733-1749.
  20. Bodner, T. E.,Langer, E. J.(2001).Individual differences in mindfulness: The Mindfulness/Mindlessness Scale.13th annual American Psychological Society Conference,Toronto, Ontario, Canada:
  21. Bränström, R.,Duncan, L. G.,Moskowitz, J. T.(2011).The association between dispositional mindfulness, psychological well-being, and perceived health in a Swedish population-based sample.British Journal of Health Psychology,16,300-316.
  22. Bryant, F. B.(1989).A four-factor model of perceived control: Avoiding, coping, obtaining, and savoring.Journal of Personality,57(4),773-797.
  23. Bryant, F. B.(2003).Savoring beliefs inventory (SBI): A scale for measuring beliefs about savouring.Journal of Mental Health,12(2),175-196.
  24. Bryant, F. B.,Chadwick, E. D.,Kluwe, K.(2011).Understanding the processes that regulate positive emotional experience: Unsolved problems and future directions for theory and research on savoring.International Journal of Wellbeing,1(1),107-126.
  25. Bryant, F. B.,Smart, C. M.,King, S. P.(2005).Using the past to enhance the present: Boosting happiness through positive reminiscence.Journal of Happiness Studies,6,227-260.
  26. Bryant, F. B.,Veroff, J.(2007).Savoring: A new model of positive experience.Mahwah, NJ:Lawrence Erlbaum.
  27. Byrne, B. M.(1994).Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications, and programming.Thousand Oaks, CA:Sage.
  28. Cañas, J. J.,Quesada, J. F.,Antolí, A.,Fajardo, I.(2003).Cognitive flexibility and adaptability to environmental changes in dynamic complex problem-solving tasks.Ergonomics,46(5),482-501.
  29. Carson, S. H.,Langer, E. J.(2006).Mindfulness and self-acceptance.Journal of Rational-Emotive & Cognitive-Behavior Therapy,24(1),29-43.
  30. Carstensen, L. L.,Mikels, J. A.(2005).At the intersection of emotion and cognition: Aging and the positivity effect.Current Directions in Psychological Science,14(3),117-121.
  31. Chadwick, E. D.(2012).New Zealand,Victoria University of Wellington.
  32. Chanowitz, B.,Langer, E. J.(1981).Premature cognitive commitments.Journal of Personality and Social Psychology,41(6),1051-1063.
  33. DeNeve, K. M.,Cooper, H.(1998).The happy personality: A meta-analysis of 37 personality traits and subjective well-being.Psychology Bulletin,124(2),197-229.
  34. Diener, E.,Suh, E. M.,Lucas, R. E.,Smith, H. L.(1999).Subjective well-being: Three decades of progress.Psychological Bulletin,125(2),276-302.
  35. Diener, E.,Wirtz, D.,Tov, W.,Kim-Prieto, C.,Choi, D.-W.,Oishi, S.,Biswas-Diener, R.(2010).New well-being measures: Short scales to assess flourishing and positive and negative feelings.Social Indicators Research,97,143-156.
  36. Emmons, R. A.,McCullough, M. E.(2003).Counting blessings versus burdens: An experimental investigation of gratitude and subjective wellbeing in daily life.Journal of Personality and Social Psychology,84(2),377-389.
  37. Erikson, E. H.(1980).Identity and the life cycle.New York, NY:W. W. Norton & Company.
  38. Fornell, C.,Larcker, D. F.(1981).Structural equation models with unobservable variables and measurement error: Algebra and statistics.Journal of Marketing Research,18(3),382-388.
  39. Fredrickson, B. L.(2001).The role of positive emotions in positive psychology: The broadenand-build theory of positive emotions.American Psychologist,56(3),218-226.
  40. Gentzler, A. L.,Ramsey, M. A.,Yi, C. Y.,Palmer, C. A.,Morey, J. N.(2014).Young adolescents’ emotional and regulatory responses to positive events: Investigating temperament, attachment, and event characteristics.The Journal of Positive Psychology,9(2),108-121.
  41. Hair, J. F.,Black, W. C.,Babin, B. J.,Anderson, R. E.(2010).Multivariate data analysis: A global perspective.Upper Saddle River, NJ:Pearson Prentice Hall.
  42. Harmon-Jones, E.,Gable, P. A.,Price, T. F.(2013).Does negative affect always narrow and positive affect always broaden the mind? Considering the influence of motivational intensity on cognitive scope.Current Directions in Psychological Science,22(4),301-307.
  43. Hu, L.-T.,Bentler, P. M.(1999).Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives.Structural Equation Modeling: A Multidisciplinary Journal,6(1),1-55.
  44. Huppert, F. A.,So, T. T. C.(2013).Flourishing across Europe: Application of a new conceptual framework for defining well-being.Social Indictor Research,110(3),837-861.
  45. Hurley, D. B.,Kwon, P.(2013).Savoring helps most when you have little: Interaction between savoring the moment and uplifts on positive affect and satisfaction with life.Journal of Happiness Studies,14(4),1261-1271.
  46. Ivcevic, Z.,Brackett, M. A.,Mayer, J. D.(2007).Emotional intelligence and emotional creativity.Journal of Personality,75(2),199-236.
  47. Jose, P. E.,Lim, B. T.,Bryant, F. B.(2012).Does savoring increase happiness? A daily diary study.The Journal of Positive Psychology,7(3),176-187.
  48. Jung, C. G.(1964).Man and his symbols.New York, NY:Dell.
  49. Kline, R. B.(1998).Principles and practice of structural equation modeling.New York, NY:Guilford Press.
  50. Langer, E. J.(1989).Mindfulness.Reading, MA:Addison-Wesley.
  51. Langer, E. J.(1997).The power of mindful learning.Reading, MA:Addison-Wesley.
  52. Langer, E. J.,Pirson, M.,Delizonna, L.(2010).The mindlessness of social comparisons.Psychology of Aesthetics, Creativity, and the Arts,4(2),68-74.
  53. Langer、 E. J.,陳雅雲（譯）, Y.-Y.(trans.)(2010).逆時針：哈佛教授教你重返最佳狀態.臺北市=Taipei, Taiwan:方智=Fine.
  54. Layous, K.,Kurtz, J.,Chancellor, J.,Lyubomirsky, S.(2018).Reframing the ordinary: Imagining time as scarce increases well-being.The Journal of Positive Psychology,13(3),301-308.
  55. Levinson, D.(1978).The seasons of a man’s life.New York, NY:Knopf.
  56. Lopez, S. J.(Ed.),Snyder, C. R.(Ed.)(2009).Oxford handbook of positive psychology.New York, NY:Oxford University Press.
  57. Lyubomirsky, S.(2000).On studying positive emotions.Prevention & Treatment,3(1),Article 5c.
  58. Mather, M.,Carstensen, L. L.(2005).Aging and motivated cognition: The positivity effect in attention and memory.Trends in Cognitive Sciences,9(10),496-502.
  59. Neugarten, B. L.(Ed.)(1968).Middle age and aging.Chicago, IL:University of Chicago Press.
  60. O’Connor、 R.,林雨倩（譯）, Y.-C.(trans.)(2010).終於快樂：資深心理醫師的快樂配方.臺北市=Taipei, Taiwan:財經傳訊=Financial Communications.
  61. Oriol, X.,Amutio, A.,Mendoza, M.,Costa, S. D.,Miranda, R.(2016).Emotional creativity as predictor of intrinsic motivation and academic engagement in university students: The mediating role of positive emotions.Frontiers in Psychology,7,1-9.
  62. Pagnini, F.,Philips, D.(2015).Being mindful about mindfulness.The Lancet Psychiatry,2(4),288-289.
  63. Porter, B. F.(1988).Reasons for living: A basic ethics.New York, NY:Macmillan.
  64. Quoidbach, J.,Berry, E. V.,Hansenne, M.,Mikolajczak, M.(2010).Positive emotion regulation and well-being: Comparing the impact of eight savoring and dampening strategies.Personality and Individual Differences,49(5),368-373.
  65. Ramsey, M. A.,Gentzler, A. L.(2014).Age differences in subjective well-being across adulthood: The roles of savoring and future time perspective.International Journal of Aging and Human Development,78(1),3-22.
  66. Reis, H. T.,Smith, S. M.,Carmichael, C. L.,Caprariello, P. A.,Tsai, F.-F.,Rodrigues, A.,Maniaci, M. R.(2010).Are you happy for me? How sharing positive events with others provides personal and interpersonal benefits.Journal of Personality and Social Psychology,99(2),311-329.
  67. Ritchie, T. D.,Bryant, F. B.(2012).Positive state mindfulness: A multidimensional model of mindfulness in relation to positive experience.International Journal of Wellbeing,2(3),150-181.
  68. Russ, S. W.,Kaugars, A. S.(2001).Emotion in children’s play and creativity problem solving.Creativity Research Journal,13(2),211-219.
  69. Schaie、 K.W.,Willis, S. L.,樂國安（譯）, G.-A.(trans.),韓威（譯）, W.(trans.),周靜（譯）, J.(trans.)(2007).成人發展與老化.臺北市=Taipei, Taiwan:五南=Wu-Nan Book.
  70. Seligman, M. E. P.(2011).Flourish: A visionary new understanding of happiness and well-being.New York, NY:Free.
  71. Seligman, M. E. P.,Csikszentmihalyi, M.(2000).Positive psychology: An introduction.American Psychologist,55(1),5-14.
  72. Siegel, D. J.(2007).The mindful brain: Reflection and attunement in the cultivation of well-being.New York, NY:W. W. Norton & Company.
  73. Simonton, D. K.(1990).Psychology, science and history: An introduction to historiometry.New Haven, CT:Yale University Press.
  74. Smart, R.,Peterson, C.(1997).Super’s career stages and the decision to change careers.Journal of Vocational Behavior,51(3),358-374.
  75. Smith, J. L.,Hanni, A. A.(2017).Effects of a savoring intervention on resilience and well-being of older adults.Journal of Applied Gerontology,38(1),137-152.
  76. Smith, J. L.,Hollinger-Smith, L.(2015).Savoring, resilience, and psychological well-being in older adults.Aging and Mental Health,19(3),192-200.
  77. Snyder, C. R.(Ed.),Lopez, S. J.(Ed.)(2005).Handbook of positive psychology.New York, NY:Oxford University Press.
  78. Strongman, K. T.(Ed.)(1991).International review of studies on emotion.London, UK:Wiley.
  79. Super, D. E.(1980).Career education and the meaning of work.Washington, DC:The Office of Career Education.
  80. Weinstein, N.,Brown, K. W.,Ryan, R. M.(2009).A multi-method examination of the effects of mindfulness on stress attribution, coping, and emotional well-being.Journal of Research in Personality,43(3),374-385.
  81. Wittrock, M. C.(1989).Generative processes of comprehension.Educational Psychologist,24(4),345-376.
  82. Zautra, A.,Smith, B.,Affleck, G.,Tennen, H.(2001).Examinations of chronic pain and affect relationships: Applications of a dynamic model of affect.Journal of Consulting and Clinical Psychology,69(5),786-795.
  83. 文崇一（編）, C.-I.(ed.),蕭新煌（編）, H.-H.(ed.)(2010).中國人：觀念與行為.臺北市=Taipei, Taiwan:巨流=Chuliu.
  84. 余民寧, M.-N.,陳柏霖, P.-L.(2012)。從幽谷邁向顛峰─教師心理健康的分類與應用。教育研究月刊，223，67-80。
  85. 余民寧, M.-N.,陳柏霖, P.-L.(2014)。幸福感教學對促進大學生正向心理的改變。教育學報，42(1)，1-26。
  86. 李仁豪, R.-H.(2013)。國科會專題研究計畫成果報告國科會專題研究計畫成果報告,臺中市=Taichung, Taiwan:中山醫學大學=Chung Shan Medical University。
  87. 李新民, H.-M.(2010).正向心理學在學校教育的應用.高雄市=Kaohsiung, Taiwan:麗文=Liwen.
  88. 林以正, Y.-Z.,廖玲燕, L.-Y.,黃金蘭, J.-L.,楊中芳, Z.-F.(2001)。華人本土心理學研究追求卓越計畫華人本土心理學研究追求卓越計畫,臺北市=Taipei, Taiwan:國立臺灣大學=National Taiwan University。
  89. 林宗弘, Z.-H.,洪敬舒, J.-S.,李健鴻, J.-H.,王兆慶, Z.-Q.,張烽益, F.-Y.(2011).崩世代：財團化、貧窮化與少子女化的危機.臺北市=Taipei, Taiwan:群學=Socio.
  90. 林幸台, X.-T.,田秀蘭, X.-L.,張小鳳, X.-F.,張德聰, D.-C.(2010).生涯輔導.臺北市=Taipei, Taiwan:心理=Psychological.
  91. 林美珍, M.-Z.,黃世琤, S.-Z.,柯華葳, H.-W.(2007).人類發展.臺北市=Taipei, Taiwan:心理=Psychological.
  92. 張億鈞, Y.-H.,秦元芳, Y.-F.(2004).21 世紀走進每一個人的教育：當代成人教育論.吉林市=Jilin, China:吉林大學=Jilin University.
  93. 陳易甫, Y.-F.(2017)。,未出版
  94. 陳柏霖, P.-L.(2018)。以全心學習為中介角色：僑生與本地生的生活目標與品味之關係。教育與心理研究，41(2)，29-58。
  95. 陳柏霖, P.-L.(2015)。科技部專題研究計畫成果報告科技部專題研究計畫成果報告,新竹市=Hsinchu, Taiwan:玄奘大學=Hsuan Chuang University。
  96. 陳柏霖, P.-L.,余民寧, M.-N.(2018)。圓滿人生量表測量恆等性考驗及其不同成年期之差異。教育學刊，50，69-109。
  97. 陳柏霖, P.-L.,余民寧, M.-N.(2017)。享受生活片刻的能力：用心學習、品味能力及圓滿人生之關係。教育與心理研究，40(1)，57-86。
  98. 鍾聖校, S.-H.(2012).正向心理情意：教與學.臺北市=Taipei, Taiwan:五南=Wu-Nan Book.
  99. 簡莉蓉, L.-J.(2009)。臺北市=Taipei, Taiwan，國立臺北教育大學=National Taipei University of Education。
  100. 羅希哲, S.-J.,蔡慧音, H.-Y.,陳錦慧, C.-H.,詹為淵, W.-Y.(2015)。高中女生在 STEM 情緒專案式學習之創造歷程研究。高雄師大學報，39，63-84。
被引用次数
  1. 蔡亦倫,陳柏霖(2021)。僑生與本地生的生活壓力與憂鬱情緒之關係：以自我疼惜與主觀幸福感為中介。中華輔導與諮商學報，62，77-116。
  2. 陳柏霖(2022)。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。教育心理學報，53(3)，587-616。
  3. 凃金堂(2022)。大學生知識認識信念、知識情緒與學習投入的中介效果考驗。教育心理學報，54(2)，483-507。
  4. (2019)。以壓力因應策略為調節變項：僑生與本地生在生活壓力與心盛之關係。教育與心理研究，42(4)，99-138。
  5. (2021)。以品味與七福－圓滿人生為中介：高齡者參與宗教活動與憂鬱情緒之關係。教育與心理研究，44(1)，69-103。
print cancel