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題名：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
書刊名：教育心理學報
作者：余民寧 引用關係／陳柏霖 引用關係／陳玉樺
作者(外文)：Yu, Min-ning／Chen, Po-lin／Chen, Yu-hua
出版日期：2018
卷期：50:1
頁次：頁1-30
主題關鍵詞：主觀幸福感；知覺工作壓力；圓滿幸福；巔峰型教師；靈性幸福感；Flourishing；Perceived work stress；Spiritual well-being；Subjective well-being；The flourishing teachers
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傳統上，健康的概念被視為不僅是沒有心理疾病，而且必須是同時擁有心理健康的一種完整狀態。教師心理健康狀態，長期以來備受各界所熱衷探討的關鍵議題。本研究旨在了解巔峰型教師的樣貌，探究圓滿幸福、知覺工作壓力、靈性幸福感及心理健康之關係。本研究為橫斷性研究，採用問卷調查法，隨機抽樣兩批全國中小學教師，共獲得2,400名有效樣本進行調查。問卷內容包括主觀幸福感短版量表、圓滿幸福量表、靈性幸福感量表、臺灣憂鬱情緒量表。採用獨立樣本t檢定、驗證性因素分析、結構方程式模型等分析。研究發現：（1）大多數教師的心理疾病程度偏低，但仍有9.8%的中小學教師群，係屬於幽谷型的心理健康狀態類型；（2）「掙扎型」，共1人（0.1%）、「徬徨型」，共5人（0.2%）、「混亂型」，共54人（2.3%）、「奮戰型」，共50人（2.1%）、「大眾型」，共240人（10%）、「愁善型」，共316人（13.2%）、「顛峰型」，共520人（21.7%）、「滿足型」，共978人（40.8%）、「幽谷型」，共236人（9.8%）。（3）巔峰型教師比起幽谷型教師具有較佳的靈性幸福感、圓滿幸福、知覺較低的工作壓力負荷；（4）巔峰型教師的靈性幸福感在圓滿幸福與憂鬱間扮演調節的角色；（5）巔峰型教師的主觀幸福感在知覺工作壓力與憂鬱間扮演中介的角色。整體而言，巔峰型教師比其他類型教師，具有較好的心理健康狀態與特質。最後依據本研究的發現，提出未來研究的具體方向與相關限制。
Traditionally, the concept of health was viewed as not sick or no-illness and the mental health was conceptualized as absence of mental illness. The main purpose of this study was to explore teachers' mental health. The purpose of this current study is to explore the teachers with the type of flourishing mental health. The relationships between flourishing, perceived work stress, spiritual well-being and mental health. This is a cross-sectional study, used the data randomly sampled from the elementary to senior-high-school teachers of whole Taiwan. A total random sample of 2,400 teachers were collected and analyzed. They were asked to fill up four scales anonymously: Subjective Well-Being-short form (SWB-SF), Spiritual Well-Being Scale (SPIRTWBS), Flourishing Scale (FS), and Taiwan Depression Scale (TDS). Data analysis included the t-test, CFA, and SEM. Results show that 1) Most teachers did not exhibit mental illness symptoms, however, 9.8% of the teachers were classified into the languishing mental health status; 2) There was 2.3% of teachers' (54) in a floundering state, 0.2% of teachers' (5) in a hovering state, 0.1% of teachers' (1) in a struggling state, 13.2% of teachers' (316) in sentimental state, 10% of teachers' (240) in popular state, 2.1% of teachers' (50) in a striving state, 9.8% of teachers' (236) in languishing state, 40.8% of teachers' (978) in a contented state, 21.7% of teachers' (520) in flourishing state; 3) The flourishing teachers have significantly higher scores on the whole spiritual well-being, flourishing, lower work stress than those of the languishing teachers; 4) ＂Spiritual well-being＂ play moderating effect for ＂flourishing＂ to ＂depression＂. 5) ＂Subjective well-being＂ play mediation role for ＂perceived work stress＂ to ＂depression＂. On the whole, the flourishing teachers have better mental health status and traits than other types of teachers. Finally, according to findings of this research, the researcher proposed the specific directions for future researches and restrictions.
期刊論文
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85.Fornell, Claes R.、Larcker, David F.(1981)。Evaluating Structural Equation Models with Unobservable Variables and Measurement Error。Journal of Marketing Research，18(1)，39-50。  new window
86.Kovess-Masféty, V.、Sevilla-Dedieu, C.、Rios-Seidel, C.、Nerrière, E.、Chan, C. C.(2006)。Do teachers have more health problems? Results from a French cross-sectional survey。BMC Public Health，6，(101)1-(101)13。  new window
會議論文
1.Dennis, M. P.、Gitlin, L. N.、Winter, L.、Chee, Y. K.(2005)。The role of spiritual well-being in moderating frail elders' affecting response to functional difficulty。The Gerontological Society of America Annual Meeting。Orlando, FL。  new window
學位論文
1.Fisher, John W.(1998)。Spiritual health: Its nature and place in the school curriculum(博士論文)。University of Melbourne，Melbourne, Victoria。  new window
圖書
1.Jantz, G. L.、Mcmurray, A.(2003)。Moving beyond depression: A whole-person approach to healing。Colorado：Waterbrook Press。  new window
2.Keyes, Corey L. M.、Haidt, J.(2003)。Flourishing: positive psychology and the life well-lived。Washington, DC：American Psychological Association。  new window
3.Byrne, Barbara M.(1994)。Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications, and programming。Sage Publications。  new window
4.教育部統計處(2015)。教育統計指標之國際比較104年版。台北：教育部統計處。  延伸查詢new window
5.Walsh, F.(1999)。Spiritual resources in family therapy。New York, NY：The Guilford Press。  new window
6.Diener, E.、Biswas-Diener, R.(2008)。Happiness: Unlocking the mysteries of psychological wealth。Malden, MA：Wiley-Blackwell。  new window
7.韓佩凌、陳柏霖(2017)。正向心理學理論與實務：幸福人生的新視野。台北：雙葉。  延伸查詢new window
8.North American Nursing Diagnosis Association(1999)。NANDA nursing diagnoses: Definitions and classification, 1999-2000。Philadelphia：North American Nursing Diagnosis Association。  new window
9.Rutter, M.、Izard, C. E.、Read, P. B.(1986)。Depression in young people。New York, NY：Guilford。  new window
10.余民寧(2006)。潛在變項模式：SIMPLIS的應用。高等教育。  延伸查詢new window
11.Snyder, C. R.、Lopez, S. J.(2007)。Positive psychology: The scientific and practical explorations of human strengths。Thousand Oaks, California：Sage。  new window
12.Seaward, B. L.(2001)。Health of the human spirit: Spiritual dimensions for personal health。Boston：Allyn and Bacon。  new window
13.余民寧(2015)。幸福心理學：從幽谷邁向巔峰之路。臺北：心理。  延伸查詢new window
14.李新民(2010)。正向心理學在學校教育的應用。麗文文化。  延伸查詢new window
15.Seligman, Martin E. P.(2011)。Flourish: A Visionary New Understanding of Happiness and Well-being。Free Press。  new window
16.Kline, Rex B.(1998)。Principles and Practice of Structural Equation Modeling。Guilford Press。  new window
17.Hair, J. F.、Anderson, R. E.、Tatham, R.、Black, W. C.、Babin, B. J.(2010)。Multivariate Data Analysis with Readings。Prentice Hall International。  new window
其他
1.American Holistic Medical Association(2005)。Q&A，http://www.holisticmedicine.org/。  new window
圖書論文
1.Keyes, C. L. M.(2003)。Complete mental health: An agenda for the 21st century。Flourishing: Positive psychology and the life well-lived。Washington, DC：American Psychological Association。  new window
2.Fredrickson, B. L.(2005)。Positive emotions。Handbook of positive psychology。New York, NY：Oxford University Press。  new window
3.Diener, E.、Lucas, R. E.(1999)。Personality and subjective well-being。Well-being: The foundations of hedonic psychology。New York, NY：Russell Sage Foundation。  new window
4.Keyes, Corey L. M.、Waterman, Mary Beth(2003)。Dimensions of well-being and mental health in adulthood。Well-being: Positive development across the life course。Lawrence Erlbaum Associates, Inc.。  new window
5.Pargament, K. I.、Mahoney, A.(2002)。Spirituality: discovering and conserving the sacred。Handbook of Positive Psychology。New York, NY：Oxford University Press。  new window
6.Keyes, C. L. M.、Ryff, C. D.(1999)。Psychological well-being in midlife。Middle aging: Development in the third quarter of life。Orlando, FL：Academic Press。  new window
7.Keyes, C. L. M.(2003)。Promoting a life worth living: Human development from the vantage points of mental illness and mental health。Promoting positive child, adolescent, and family development: a handbook of program and policy innovations。Thousand Oaks, CA：Sage。  new window
8.Huppert, F. A.(2005)。Positive mental health in individuals and populations。The science of well-being。Oxford University Press。  new window
9.Keyes, Corey L. M.、Lopez, Shane J.(2002)。Toward a science of mental health: Positive directions in diagnosis and interventions。Handbook of Positive Psychology。Oxford University Press。  new window
10.Keyes, C. L. M.、Shapiro, A. D.(2004)。Social well-being in the United States: A descriptive epidemiology。How healthy are we: A national study of well-being at midlife。Chicago, IL：University of Chicago。  new window
 
 
 
 
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