國中生知覺導師幽默風格對生活滿意度之影響─分別以青少年復原力、師生互動關係為中介變項

Abstract

本研究旨探究國中生知覺導師幽默風格對生活滿意度之影響，以及青少年復原力、師生互動關係為中介變項之中介效果。研究方法採立意取樣叢集抽樣方式，抽取臺灣五個縣市107學年度之國中七年級、八年級、九年級學生為研究對象進行施測，共15個班、318位學生。本研究以「幽默風格量表」、「生活滿意度量表」、「青少年復原力量表」、「師生互動關係量表」作為研究工具，以獨立樣本ｔ考驗、單因子變異數、皮爾森積差相關及PROCESS進行資料分析。研究結果發現： （一）不同性別的國中生在知覺導師幽默風格、復原力、師生互動關係與生活滿意度之差異情形： 1.國中男生在復原力的「希望與樂觀」顯著高於國中女生。 （二）不同年級的國中生在知覺導師幽默風格、復原力、師生互動關係與生活滿意度之差異情形： 1.八年級在知覺導師「親和型」幽默風格顯著高於七年級、九年級；九年級在知覺導師「攻擊型」幽默風格顯著高於七年級、八年級。 2.七年級、八年級在師生互動關係量表的「教師影響力」分層面顯著高於九年級。 （三）國中生知覺導師幽默風格、生活滿意度、青少年復原力以及師生互動關係之相關情形： 1.青少年復原力與知覺導師為「自我提升型」呈正向關；與知覺導師為「攻擊型」呈負相關。 2.「教師影響力」、「教師接近性」與知覺導師為正向幽默風格具有正相關，但其與負向型幽默風格具有負相關。 3.生活滿意度和知覺導師正向型幽默風格具有正相關，但其與「攻擊型」具有負相關。 4.青少年復原力與「教師接近性」、生活滿意度呈正相關。 5.「教師影響力」與生活滿意度呈正相關。 （四）復原力在知覺導師為「自我提升型」、「攻擊型」與生活滿意度之間達中介效果。 （五）「教師影響力」在知覺導師為「自我提升型」、「自我貶抑型」、「親和型」與生活滿意度之間達中介效果。 根據上述研究結果，本研究針對學校教育實務層面與未來研究提出相關具體建議。The purpose of this study is to explore the influence of the humor styles of junior high school students perceived tutor on life satisfaction, and the mediating effect of the adolescent resilience and teacher-student interaction as mediator variables. The research method adopts the sampling method and selects the students of the 7 th , 8th and 9 th in the 107 school years of the five cities in Taiwan for the study, with a total of 15 classes and 318 students. In this study, the Humor Style Questionnaire (HSQ), Satisfaction with life scale (SWLS), Inventory of Adolescent Resilience, and Teacher-Student Interaction Scale were used as research tools, with independent T-test, single factor variance, Pearson correlation and PROCESS statistics were used for data analysis. The study found that: 1.The differences between perceptual advisor’s shumor style, resilience, teacher-student interaction and life satisfaction in different genders: (1)The male students’ hope and optimism was significantly higher than that of the female students in the junior high schools. 2.The differences between perceptual advisor’s shumor style, resilience, teacher-student interaction and life satisfaction in different grades: (1)In the eighth grade, the affiliative humor style of the perceptual advisor was significantly higher than that of the seventh and ninth grades; the ninth grade of the perceptual advisors' aggressive humor style was significantly higher than that of the seventh and eighth grades. (2)The teacher influence level of the teacher-student interaction scale in the seventh and eighth grades is significantly higher than that of the ninth grade. 3.The correlation among perception advisors' humor style, life satisfaction, youth resilience, and teacher-student interaction: (1)Adolescent resilience is positive relevant to perception of advisors' self-enhancing humor style, and it is negative relevant to perception of advisors' aggressive humor style. (2)Teacher Influence, Teacher Proximity are positive relevant to perception of advisors' positive humor style, but it is negative relevant to perception of advisors' negative humor style. (3)Life satisfaction is positive relevant to perception of advisors' positive humor style, but it is negative relevant to the aggressive humor style. (4)Adolescent resilience is positive relevant to teacher proximity and life satisfaction. (5)Teacher influence is positive relevant to life satisfaction. 4.Adolescent resilience has a mediating effect between the perception of advisors' self-enhancing humor style, aggressive humor style and life satisfaction. 5.Teacher influence has a mediating effect between the perception of advisors' self- enhancing, self-defeating, affiliative and life satisfaction. Based on the above research results, this study provided some suggestions for the practical aspects of school education and future studies.