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本研究旨在瞭解社區兒童讀經志工教師教學信念、心理資本與班級經營效能之關係。研究對象為北、中、南三區的社區兒童讀經志工教師，獲得有效樣本297份。研究者自編「讀經志工教師教學信念量表」、「讀經志工教師心理資本量表」及「讀經志工教師班級經營效能量表」為研究工具，並將調查所得資料進行描述統計與結構方程模型等統計方法分析。研究結果發現：一、教學信念與心理資本為正相關；二、教學信念對班級經營效能有間接正向效果；三、心理資本與班級經營效能有直接正向效果；四、心理資本在教學信念與班級經營效能間扮演完全中介角色。最後，根據資料分析結果進行討論，並對讀經教學與未來研究提出建議。 Background: Community Classical Reading Program (CCRP) is a nonmainstream educational approach in Taiwan. The promotion of CCRP has attracted controversy. Some educators have suggested that CCRP results in significant improvements in children’s word recognition, reading, and school work (Kao & Chang, 2011a, 2011b), whereas others are opposed to this approach because its paradigm is inconsistent with common educational principles and may weaken children’s thinking abilities, which violates the principle of balanced development (Chan, 2016). Although opinions differ regarding classical reading programs, numerous volunteers wish to become CCRP teachers and strive to promote CCRP among the public. This raises the question: What are the benefits of CCRP that lead teachers to support and continually promote the program? According to the researcher’s personal experience, CCRP teachers have a positive and optimistic attitude. Even if they encounter objection from the public and scholars, they do not give up easily. They often perceive difficulties as challenges and maintain an optimistic attitude toward the future. The attitudes and traits of such teachers are similar to the psychological capital resources proposed by Luthans & Youssef (2004). Many studies have primarily explored the correlation between psychological capital and job performance (Avey et al., 2011). In Taiwan, studies have demonstrated that psychological capital not only improves individual emotional well-being but also enables teachers to increase their work commitments and achieve higher performance (Chen et al., 2014; Huang & Hwang, 2012; Jeng & Wu, 2012; Lee, 2009). Furthermore, Hsueh (2006) highlighted that the process and method underlying children’s classical reading are major factors that influence the effectiveness of classical reading. Encouragement and support of parents and teachers also stimulate children’s willingness to read. Yen (2012) indicated that teachers who value what they do tend to believe that CCRP has a favorable effect on children. Furthermore, teachers’ teaching beliefs critically influence their teaching behavior and teaching effectiveness (Liang, 2012; Shen & Liu, 2007). Classroom management effectiveness can reflect the teaching effectiveness of teachers and is indicative of student learning; it also affects the trust parents place in teachers (Her, 2009). In brief, the teaching beliefs of CCRP teachers are related to classroom management effectiveness and teaching effectiveness. However, most research on CCRP has focused on the changes in children’s concentration, memory, character, and behavior after the program rather than on the teaching beliefs and classroom management effectiveness of CCRP teachers, which warrants further discussion. Relevant research has confirmed that teaching beliefs are positively related to classroom management effectiveness (Chiou & Hu, 2003), and these beliefs have predictive value (Peng & Chang, 2015). Teachers with rich psychological capital pay more attention to their work at school. They not only perform their duties but also exhibit altruistic behaviors. Thus, promoting the job performance of teachers can also benefit the school and student learning (Huang & Hwang, 2012; Lee, 2009; Wang et al., 2014). From this perspective, teachers’ teaching beliefs and psychological capital may affect classroom management effectiveness. Studies have rarely examined the relationship between teaching beliefs and classroom management effectiveness. Therefore, this study investigated the relationships among teaching beliefs, psychological capital, and the classroom management effectiveness of teachers in CCRP for children. Guiding questions & assumptions: 1. What are the relationships among the teaching beliefs of CCRP teachers, their psychological capital, and classroom management effectiveness? 2. Does psychological capital serve as a mediator between the teaching beliefs of CCRP teachers and classroom management effectiveness? Significance of study: Research conducted in Taiwan has revealed that 24% of teachers are at high risk of depression (Yu & Yu, 2006), and the more time teachers spend performing teaching duties, the more likely they are to develop depression (Yu et al., 2010). Excessive work pressure is related to deterioration of teaching quality and mental illness in teachers (Kyriacou, 2001). Hence,teachers’ mental health problems have a wide range of impacts that merit attention. Psychological capital is regarded as a positive psychological trait that can be a deterrent to stress. People with psychological capital face challenges confidently and have a positive outlook toward the present and future. Given that teachers work in a high-pressure environment, exploring the impact of psychological capital on teachers is crucial. However, psychological capital is rarely discussed in the field of education. Therefore, this study focused on CCRP teachers to examine whether psychological capital serves as a mediator between teaching beliefs and classroom management effectiveness. Theoretical framework: We investigated the effect of psychological capital use on CCRP teachers. We hypothesize that teaching beliefs have a positive relationship with classroom management effectiveness, and psychological capital is a mediator between teaching beliefs and classroom management effectiveness. Method: A total of 297 valid questionnaires were collected through snowball sampling. The assessment tools comprised the CCRP Teachers’ Teaching Beliefs Scale, the CCRP Teachers’ Psychological Capital Scale, and the CCRP Teachers’ Management Effectiveness Scale. Data were analyzed using descriptive statistics and structural equation modeling. Findings: The general findings are summarized as follows: (1) Teaching beliefs were positively related to psychological capital. (2) Teaching beliefs exerted a significant indirect effect on classroom management effectiveness. (3) Psychological capital exerted a significant direct effect on classroom management effectiveness. (4) Psychological capital was a full mediator in the prediction of teaching beliefs and classroom management effectiveness. Discussion and implication: Our results revealed that teaching beliefs and classroom management effectiveness have a weak relationship. Hence, other factors also influence the effectiveness of classroom management. However, upon introducing psychological capital as a mediator, the association between teaching beliefs and classroom management effectiveness was stronger than before. Teachers can address problems concerning student behavior and irrational parents by using abundant psychological capital that helps them recover from setbacks, maintain optimism and positivity, and accept the challenge. Therefore, psychological capital serves as a full mediator between teachers’ beliefs and classroom management. In terms of implications, teachers should carefully consider their teaching beliefs, hold discussions with their peers, and share their experience with their superiors in order to strengthen these influential people’s positive attitude regarding the CCRP training process. Subsequently, they can increase their psychological capital and improve their classroom management. Future study: First, this model can be applied to other teacher groups, for example elementary and junior high school and special education teachers, to test the validity of this model in diverse contexts. If the model is good fit for other sample groups then it can be considered to have favorable external validity. Second, psychological capital is regarded as a positive psychological trait that can help mitigate stress. In contrast to the subjective well-being measure of an individual’s current psychological state, psychological capital emphasizes the present and future-oriented psychological functions that highlight the resilience of individuals in response to circumstances (Avolio & Luthans, 2006). Psychological capital is often utilized as a mediator to explore job burnout and work efficiency in the human resources field (Avolio & Luthans, 2006; Luthans, Avolio, et al., 2007) but has rarely been discussed in the field of education. Therefore, researchers have called for greater attention to the relationships among psychological capital and job satisfaction, work pressure, and turnover (Avey et al., 2011). Third, we focused on a group of CCRP teachers in this study who were recruited using snowball sampling. Therefore, some sampling bias may exist because of the sampling method. In future studies, participants can be recruited from online communities to increase the diversity of CCRP teachers and compare different groups to test the causal relationship. Finally, this study employed a self-administered questionnaire as the assessment tool. It has low reliability in the student’s learning of the teaching beliefs scale. In addition to expanding the number of questions, future research can modify and add reverse questions to measure the participants’ true reactions. Furthermore, future research can add the social expectation scale to reduce the effect of social expectations.

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。 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.

本研究旨在比較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和其差異情況。研究對象共計 826 位大學生，其中有 559 位為僑生，本地生則為 267 位。在資料分析上，採用描述統計、t 考驗、多變量變異數分析及結構方程式模型。研究結果顯示：一、 僑生與本地生的全心學習在目標設定對巔峰幸福的路徑關係上，扮演中介角色，而意志力並未對巔峰幸福的路徑達到顯著關係；二、本地生的意志力在目標設定對巔峰幸福扮演中介角色，僑生的意志力則未扮演中介角色；三、本地生及馬來西亞籍僑生在「目標接受」、「意識注意控制」、「內隱注意控制」、「正向情緒」與「勝任要求」上，均顯著高於港澳籍僑生。最後，本研究依據研究結果，針對高等教育及未來研究提出建議。 In the multicultural context, this study explored relationships and compared differences among goal setting, mindful learning, volition, and flourishing of overseas Chinese students and local students. In total, 826 college students were recruited from Taiwan’s universities and colleges, including 559 overseas Chinese students and 267 local students. Data were collected and analyzed using description statistics, t test, multivariate analysis of variance, and structural equation modeling. The results demonstrated that: (1) The mediator effects of local and overseas Chinese students’ mindful learning and volition on the route from goal setting to flourishing exhibited no significant effects by volition on flourishing. (2) For local students, volition played a full mediator role between goal setting and flourishing, but for overseas Chinese students, volition did not play a mediator role. (3) The scores of local students and Malaysian overseas Chinese students for goal acceptance, conscious attention control, implicit attention control, self-determination, positive emotions, and competent requirements were significantly higher than those of Hong Kongese and Macanese overseas Chinese students. Finally, based on the results and findings, several implications and concrete suggestions for higher education and future research were proposed.

有些學生在資賦上很好，但學習表現卻不如預期，稱之為低成就學生；有些學生在資賦上低於平均數，但表現卻高於其能力水準，稱之為高成就學生。此兩類型學生剛好是能力與努力差異化的表徵。本研究目的係嘗試透過不同智力／成就組型的分析，來瞭解影響數學學習的相關心理機制，並嘗試探討數學教師能準確辨識低成就學生的比率與相關因素。本研究以 3,530 位國中學生為受試樣本，探討數學科低智商高成就與高智商低成就學生的學習行為構型。經由分析結果顯示：一、「低智商高成就」者占 5.6%、「低智商低成就」者占 4.1%、「高智商高成就」者占 9.5%、「高智商低成就」者占 10.2%；二、「數學能力知覺」與「自我設限」的學習組型可作為區分「低智商高成就」與「高智商低成就」的學生。最後，根據研究結果提出建議，以供教師及未來研究參考。 Some skilled students are deemed underachievers, even though they demonstrate adequate academic performances, because they fail to meet certain expectations. By contrast, some gifted students achieving below-average scores, but having performance capabilities exceeding their skill level, are labeled overachievers. These two categories representing student ability and effort have differences. This study investigated the profiles of underachievers and overachievers in junior high school mathematics by comparing variation patterns to build the foundation for future remedial education. Students from one junior high school were analyzed; the conclusions were as follows: (1) Of 3,530 participating students, 199 (5.6%), 143 (4.1%), 337 (9.5%), and 360 (10.2%) were low intelligence quotient (IQ) – overachievers, low IQ – underachievers, high IQ – overachievers, and high IQ – underachievers, respectively. (2) Perceived math competence and self-debilitating strategies were observed in high IQ – underachievers and low IQ – overachievers. (3) Finally, suggestions for teaching practices and future studies were proposed.

網路閱讀是近來用以衡量一國競爭力之重要指標，因此，本研究著手探究網路閱讀態度、網路閱讀行為與網路閱讀素養之結構關係模式。本研究針對3,293 位五年級至九年級學生進行橫斷式調查。經資料分析結果指出：不同年級的學生其網路閱讀行為在網路閱讀態度與網路閱讀素養間扮演中介的角色。最後，根據分析結果，本研究針對國民教育實務現場與未來研究提出建議。 E-reading may be used as an index for assessing national competitiveness. In the current study, the researchers examined e-reading, constructing a structural equation model for the relationships among e-reading attitude, e-reading behavior, and e-reading literacy. The cross-sectional survey involved 3,293 participants, who ranged from fifth-grade to ninth-grade school students. The results of data analysis indicated that e-reading behavior mediates between e-reading attitude and e-reading literacy at all grade levels. Based on these findings, several suggestions for compulsory education and future studies are proposed.