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題名：技術型高級中等學校餐旅群學生學習壓力、情緒智力與幸福感之相關研究
書刊名：運動休閒餐旅研究
作者：廖俞婷／陳紫玲
作者(外文)：Liao, Yu-ting／Chen, Tzu-ling
出版日期：2016
卷期：11:2
頁次：頁1-30
主題關鍵詞：技術型高級中等學校；餐旅群；學習壓力；情緒智力；幸福感；Vocational high schools；Hospitality and tourism；Learning stress；Emotional intelligence；Well-being
原始連結：連回原系統網址new window
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因應產業結構劇烈變化，餐旅產業迅速躍升成為技職教育的明日之星，學生人數更是一飛衝天，在競爭中要脫穎而出拔得頭籌更是難上加難。本研究以台灣北、中、南、東部地區技術型高級中等學校餐旅群學生為母群體，採用「立意分層抽樣」，以「學習壓力量表」、「情緒智力量表」、「幸福感量表」為本研究工具進行調查，有效樣本為614 位。研究結果顯示：一、學生學習壓力屬中下程度，以「課業壓力」感受最高。二、學生情緒智力屬中上程度，在「情緒覺察」表現最佳。三、學生幸福感屬中上程度，在「人際關係」得分最高。四、男生、二年級、父母採專制權威教養方式、學期成績落在0~59 分的學生學習壓力較高。五、父母採開放民主教養方式學生在情緒智力表現較佳。六、男生在幸福感受優於女生。七、學生學習壓力與情緒智力呈負相關。八、學習壓力之「同儕壓力」與情緒智力之「情緒表達」、「情緒運用」最能預測學生幸福感。最後，提出具體建議，希冀提供給餐旅群學校及教師參考之用。
Due to the rapid change of industrial structure, food and beverage industry have become the rising star of vocational education, leading to the soaring number of students. Accordingly, it has become challenging for these students to come out on the top. Applying survey sampling method, this research selected the hospitality students of vocational high schools from all over Taiwan and used questionnaires to collect data. Total 614 participants were effectively sampled. The questionnaire consists of four main constructs, including ＂learning stress scale,＂ ＂emotional intelligence scale＂ and ＂well-being scale＂ in the study. The essential results are as follows. (1) The hospitality students had ＂lower degree＂ of learning stress, among which, ＂academic stress＂ had the highest scores. (2) The hospitality students had ＂upper level＂ of emotional intelligence; meanwhile, ＂emotional perception＂ had the highest degree. (3) The hospitality students had ＂upper level＂ of well-being and interpersonal relationship shown most of the well-being. (4) Students who were male, junior, whose parents were authoritarians, or score between 0 and 59 points in semester grade got higher learning stress. (5) Students whose parents were permissive attained better in emotional intelligence. (6) Male students had higher sense of happiness than female. (7) The learning stress and emotional intelligence of hospitality students were negatively correlated. (8) Peer pressure in learning stress, and expression of emotion and use of emotion were best predictors for students’ psychological well-being. Finally, suggestions are provided for schools and teachers to improve vocational education.
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