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研究生:孫俊傑
研究生(外文):SUN, CHUN-CHIEH
論文名稱:教師社會情緒學習之文獻計量分析、量表編製與現況分析研究
論文名稱(外文):A Bibliometric Analysis and Scale Development of Teachers' Social Emotional Learning
指導教授:龔心怡龔心怡引用關係
指導教授(外文):KUNG, HSIN-YI
口試委員:顏慶祥陳學志林哲立李靜儀
口試日期:2024-07-24
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2024
畢業學年度:112
語文別:中文
論文頁數:283
中文關鍵詞:社會情緒學習教師社會情緒學習教師社會情緒學習量表文獻計量分析
外文關鍵詞:social emotional learningteachers’ social emotional learningteachers’ social emotional learning scalebibliometric analysis
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  • 點閱點閱:42
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本研究以教師社會情緒學習為主題,運用文獻計量分析探討該主題之研究趨勢,依據研究發現據以編製教師社會情緒學習量表並了解其現況,再以潛在平均數分析教師性別與年資在社會情緒學習之差異。首先,本研究以文獻計量分析系統性回顧了1994年至2024年5月期間收錄於Web of Science與Scopus兩大資料庫之期刊論文與書籍,共納入438篇文獻,分析研究概況、發展趨勢、主要研究作者、國家與研究機構之生產力分布、期刊及關鍵文獻之影響力,並呈現新興研究趨勢。文獻計量分析結果顯示,教師社會情緒學習研究逐年增長且受到重視,核心期刊具高影響力,高被引文獻揭示關鍵研究成果,新興研究趨勢呈現多樣化。然而關於教師自身的社會情緒學習研究相對較少,且缺乏實證測量工具,故本研究參考相關文獻編製教師社會情緒學習量表,以臺中、彰化及南投地區288位公立國中教師進行預試,透過項目分析與探索性因素分析,以確立量表之因素結構與刪減不適合題項;正式量表由673位臺灣公立國中教師進行三階驗證性因素分析,確立量表模型及其內在結構,最終正式量表共計36題。教師社會情緒學習量表以「PERMA積極富能量表」與「五大人格量表」,檢驗其效標關聯效度;再以中部三縣市120位國中教師檢驗再測信度,最後以433位國中教師為效度樣本,以複核效化檢驗量表之穩定性。研究結果顯示所編製之教師社會情緒學習量表具良好之信度與效度;國中教師具有中等以上之社會情緒學習能力,其中「負責任的決策」得分最高,其次依序為「自我覺察」、「自主管理」與「社會覺察」,「人際關係技巧」則得分最低;教師之社會情緒學習量表在不同性別與年資教師間具有測量恆等性,且潛在平均數無顯著差異。最後,根據研究結果提出建議,供教育行政主管機關、學校、教師及未來研究參考。
This study focuses on teachers' social-emotional learning by employing bibliometric analysis to explore research trends on this topic, developing a teachers' social emotional learning scale based on the findings, and analyzing the current status of social emotional learning among teachers. Additionally, latent mean analysis was used to investigate gender and seniority differences in teachers' social emotional learning. Firstly, this study systematically reviewed journal articles and books from 1994 to May 2024 indexed in the Web of Science and Scopus databases, including a total of 438 documents. The analysis covered research trends, development trends, key authors, national and institutional productivity distributions, journal and key document impact, and emerging research trends. The bibliometric analysis indicated a yearly increase in and growing emphasis on teachers' social emotional learning research, with core journals showing high impact and highly cited papers revealing key research findings. Emerging research trends were diversified. However, research focusing on teachers' own social emotional learning was relatively scarce and lacked empirical measurement tools. Therefore, this study developed the teachers' social emotional learning scale based on relevant literature. A pilot test was conducted with 288 public junior high school teachers from Taichung, Changhua, and Nantou. Item analysis and exploratory factor analysis (EFA) were employed to establish the factor structure of the scale and remove unsuitable items. The final version of the scale, comprising 36 items, was validated through a three-stage confirmatory factor analysis (CFA) with 673 public junior high school teachers in Taiwan, confirming the model and its internal structure. The teachers' social emotional learning scale was tested for criterion-related validity using the PERMA-Profiler and Big Five Inventory. Test-retest reliability was examined with 120 junior high school teachers from central Taiwan. Cross-validation was conducted with a validity sample of 433 junior high school teachers to verify the stability of the scale. The results showed that the developed teachers' social emotional learning scale possessed good reliability and validity. Junior high school teachers exhibited above-average social emotional learning capabilities, with "Responsible Decision-Making" scoring highest, followed by "Self-Awareness," "Self-Management," and "Social Awareness," while "Relationship Skills" scored the lowest. The teachers' social emotional learning scale demonstrated measurement invariance across different gender and seniority groups, with no significant latent mean differences. Finally, based on the findings, recommendations are provided for educational administrative authorities, schools, teachers, and future research.
目次
中文摘要 i
Abstract iii
誌謝 v
目次 vii
表次 ix
圖次 xiv
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與研究問題 14
第三節 名詞釋義 15
第四節 研究範圍與限制 17
第二章 文獻探討 19
第一節 社會情緒學習之定義及內涵、理論基礎與發展現況 19
第二節 文獻計量分析 46
第三節 社會情緒學習之測量與量表 49
第四節 教師社會情緒學習相關研究 76
第三章 研究設計與實施 115
第一節 研究流程 115
第二節 研究對象 117
第三節 研究工具 124
第四節 資料處理與分析 142
第五節 文獻計量分析 146
第四章 研究結果與討論 151
第一節 教師社會情緒學習文獻計量分析 151
第二節 教師社會情緒學習量表編製結果 173
第三節 教師社會情緒學習之現況與分析 223
第四節 不同性別及年資教師的模式之測量恆等性 229
第五節 不同性別與年資教師之潛在平均數差異分析 233
第五章 結論與建議 237
第一節 結論 237
第二節 建議 241
參考文獻 255
附件 280


表次
表2- 1 6大美德與24種優勢 27
表2-2 2021年美國救援計畫法案ARP資金投資重點 44
表2-3 教育者和CASEL的社會情緒學習研究所實施之研究設計 50
表2-4 CASEL之社會情緒學習五大核心能力 52
表2-5 BIG FIVE大五人格與OECD之SSES架構及其次構面 55
表2-6 OECD之SSES五大構面之內涵與15項次構面之操作性定義 56
表2-7 OECD之SSES教師量表15項次構面及45題中英文題項 58
表2-8 WCSD-SECA八大領域與長(短)版中英文量表 61
表2-9 林秀玲(2022)社會情緒學習量表之構念與題項 64
表2-10 本研究編製之社會情緒學習量表主要構面與次構面來源 70
表2-11 本研究編製之社會情緒學習量表主要構面與次構面組成 75
表3-1 111學年度中部三縣市公立國中教師人數統計表及預試抽樣教師數 118
表3-2 預試問卷:抽樣中部三縣市公立國中教師人數分配 119
表3-3 111學年度臺灣地區公立國中教師人數統計表及正式抽樣教師數 121
表3-4 正式問卷:抽樣臺灣地區公立國中教師人數分配 122
表3-5 再測正式問卷:中部三縣市公立國中教師人數分配 123
表3-6 自我覺察之重覆題項篩選 125
表3-7 自主管理之重覆題項篩選 127
表3-8 社會覺察之重覆題項篩選 128
表3-9 人際關係技巧之重覆題項篩選 130
表3-10 負責任的決策之重覆題項篩選 132
表3-11 中華民國教師專業素養指引與本研究之構面之相關性 134
表3-12 本研究五大核心構面、次構面及預試量表之題項 135
表4- 1 教師社會情緒學習文獻基本資訊一覽 152
表4-2 作者生產力 154
表4-3 前十大高產量研究機構及前十大發表國家 156
表4-4 歷年期刊文章發表數量及來源影響力 158
表4-5 前十大教師社會情緒學習高被引用文獻引用情況 164
表4-6 項目分析結果摘要表 174
表4-7 「自我覺察」因素分析摘要表 175
表4-8 「自我覺察」刪題後之因素分析摘要表 176
表4-9 「自主管理」因素分析摘要表 177
表4-10 「自主管理」刪題後因素分析摘要表 178
表4-11 「社會覺察」因素分析摘要表 179
表4-12 「社會覺察」刪題後之因素分析摘要表 180
表4-13 「人際關係技巧」因素分析摘要表 181
表4-14 「人際關係技巧」刪題後因素分析摘要表 182
表4-15 「負責任的決策」因素分析摘要表 183
表4-16 「負責任的決策」刪題後因素分析摘要表 184
表4-17 預試量表刪題後信度分析結果摘要表 185
表4-18 本研究五大核心構面、次構面及正式量表之題項 185
表4-19 自我覺察一階模式的模式適配度 188
表 4-20 自我覺察一階模式的參數(標準化、非標準化)與標準誤估計值 189
表 4-21 自我覺察二階模式的參數(標準化、非標準化)與標準誤估計值 190
表4-22 自主管理一階模式的模式適配度 192
表 4-23 自主管理一階模式的參數(標準化、非標準化)與標準誤估計值 193
表4-24 表 4 自主管理二階模式的參數(標準化、非標準化)與標準誤估計值 194
表4-25 社會覺察一階模式的模式適配度 196
表 4-26 社會覺察一階模式的參數(標準化、非標準化)與標準誤估計值 197
表4-27 表 4 社會覺察二階模式的參數(標準化、非標準化)與標準誤估計值 198
表4-28 人際關係技巧一階模式的模式適配度 199
表 4 -29 人際關係技巧一階模式的參數(標準化、非標準化)與標準誤估計值 201
表4-30 人際關係技巧二階模式的參數(標準化、非標準化)與標準誤估計值 202
表4-31 負責任的決策一階模式的模式適配度 203
表 4-32 負責任的決策一階模式的參數(標準化、非標準化)與標準誤估計值 204
表 4-33 負責任的決策二階模式的參數(標準化、非標準化)與標準誤估計值 205
表4-34 社會情緒學習量表參數估計表 206
表4-35 本研究五大核心構面、次構面及最終正式量表之題項 207
表4-36 正式量表信度分析結果摘要表 208
表4-37 教師社會情緒學習量表之前後測平均數、標準差及重測信度摘要表(N=120) 209
表4-38 教師社會情緒學習最終正式量表組合信度摘要表 210
表4-39 教師社會情緒學習量表參數估計表 212
表4-40 教師社會情緒學習量表核心與PERMA積極富能量表變項之相關 217
表4- 41 教師社會情緒學習量表分構面與PERMA積極富能量表變項之相關 218
表4- 42 教師社會情緒學習量表與五大人格量表變項之相關 220
表4- 43 教師社會情緒學習量表次構面與五大人格量表變項之相關 221
表4-44 國中教師社會情緒學習之現況分析 224
表 4-45 性別測量恆等性之摘要表 230
表 4-46 年資測量恆等性之摘要表 231

圖次
圖 2-1 自我決定理論之動機類型及其調節方式 30
圖 2-2 CASEL之社會情緒學習架構圖 34
圖 2-3 新加坡品格與公民教育(2012) 36
圖2-4 新加坡品格與公民教育(2021) 38
圖2-5 社會情緒道德學習(SEE Learning)架構 40
圖2-6 歐洲以校為本的社會情緒學習實施方法 42
圖2-7 OECD之SSES理論架構:大五人格模型 54
圖3-1 研究流程 116
圖3-2 PRISMA選擇文獻流程圖 148
圖4-1 教師社會情緒學習研究之發表趨勢 153
圖4-2 頂尖作者隨時間的生產力 155
圖4-3 前十大發表研究之國家 157
圖4-4 教師社會情緒學習主題地圖 170
圖4-5 自我覺察之一階模式 188
圖4-6 自我覺察之二階模式 190
圖4-7 自主管理之一階模式 192
圖4-8 自主管理之二階模式 194
圖4-9 社會覺察之一階模式 196
圖4-10 社會覺察之二階模式 198
圖4-11 人際關係技巧之一階模式 200
圖4-12 人際關係技巧之二階模式 201
圖4-13 負責任的決策之一階模式 203
圖4-14 負責任的決策之二階模式 205
圖4-15 教師社會情緒學習量表整體模式圖 213
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