The Relationships between Grade, Residence Area, Birth Order, Constructive Thinking, Emotional Competence and Pupils¡¦ Technological Creativity Ya-I Li Abstract The main purpose of this study was to explore the relationships between grade, residence area, birth order, constructive thinking, emotional competence and fifth to sixth graders¡¦ performance on technological creativity. The participants included 903 fifth and sixth graders from elementary schools in Taipei City, Kaohsiung City, and Penghu County. The employed instruments were The Constructive Thinking Inventory, The Questionnaire of Emotional Competence, and The Test of Technological Creativity. The applied analysis methods were Descriptive, One-way Multivariate Analysis of Variance, One-way Analysis of Variance, and Multiple Enter Regression. The main findings in this study were as follows: 1. The sixth graders outperformed the fifth graders on the test of technological creativity. 2. Pupils living in urban areas had higher technological creativity than their counterparts in rural areas. 3. The first-born children outperformed the later-born children on the test of technological creativity. 4. Constructive thinking had no significant effects on the pupils¡¦ technological creativity. 5. Emotional competence had positive influences on the pupils¡¦ technological creativity. 6. Grade, residence area, birth order, and emotional competence could effectively predict the pupils¡¦ technological creativity. Finally, some suggestions were proposed for educational authorities, teachers, parents and the future research. Keywords: grade, residence area, birth order, constructive thinking, emotional competence, technological creativity

本研究主要是想了解青少年的挫折經驗與挫折容忍度之間的關係,並探討建設性思考與社會支持在其間所扮演的角色. 以臺北市及臺灣省701位國中生生為對象,採問卷調查的方式了解受試在挫折經驗、建設性思考、社會支持及挫折容忍度變項上的狀況.研究結果發現,挫折經驗與挫折容忍度之間成顯著的負相關.而當受試有較建設性的思考方式或有較高的社會支持及對社會支持有較高的滿意度時,其挫折容忍度亦較佳.至於建設性思考是否在挫折經驗和挫折容忍度之間扮演調節變項的部份,本研究只發現學業挫折經驗與積極正向性的思考之間有顯著的交互作用,而人際挫折經驗則與自我侷限性思考有顯著的交互作用;但是在社會支持部份,本研究並無發現其與學業或人際挫折經驗之間有明顯的交互作用.各變項所顯現的性別上的差異則相當符合一般人對男女的刻板印象;受試中,以國三學生的壓力最大,可能亦是輔導最可著力的ㄧ群. 上述的研究結果除可提供作為未來探究有關挫折經驗與挫折容忍度關係時的參考之外,亦可對學校教育及親職教育提供下列幾點建議:1.變化教材或教學方式,以減少學生的挫折經驗;2.提供老師建設性思考的課程,使師生在教學互動中培養建設性的思考,得以提昇挫折容忍度;3.對男女生的挫折經驗所提供的輔導方向應有所不同;4.培養師長、家長都能成為孩子遇到挫折時的社會支持來源;5.針對不同年級的學生提供預防教育課程,改變其對挫折的容忍度. / This research mainly intends to understand the relations between frustration experience and frustration tolerance of teenagers, and discuss the roles the constructive thinking and social support play in these issues.Based on questionnaire survey of 701 senior high school students, four variables-frustration experience, frustration tolerance, social support andconstructive thinking are investigated. The research results show that an obvious negative relation exists between frustration experience and frustration tolerance. Those who have more constructive thinking or receive more social support and accepted by the society have better performance on frustration tolerance. As to the question whether the constructive thinking play the role of a moderator variable between frustration experience and frustration tolerance, this research only found that obvious interactions exist between study frustration experience and positive thinking, as well as between human relation frustration experience and self-restrained thinking. However, the research did not find any obvious interaction between study/human relation frustration experience and social support. The different performance on different variables owing to sex difference complies with the stereotype. The research results also show that the graduating senior high school students suffer the highest pressure and could be the group that the assistance could really do something for.The research results mentioned above could provide useful information for further investigation on the relations of frustration experience and frustration tolerance. They also provide some advice for normal education andparents education: 1. Changing the teaching material or teaching methods in order to reduce the student's frustration experience. 2. Providing training courses with constructive thinking for teachers.It will build up constructive thinking as well as strengthen frustration tolerance both for teachers and students by way of teaching and studying - mutual responses. 3. The assistance provided for male or female students in order to conquer their frustration experience should be different. 4. Cultivating both parents and teachers the ability and willing of providing supports. Whenever teenagers face frustration, parents and teachers can become the source of social support.5. For students of different grades providing suitable preventive education courses in order to enhance their frustration tolerance.

本研究旨在探討國中教師建設性思考、人際智慧與其需求困擾及快樂之關係。本研究以台北縣市兩個地區的國中教師為研究對象，有效樣本共計366人。本研究所採用之研究工具包括「建設性思考量表」、「教師人際智慧量表」、「教師需求困擾量表」、「教師快樂量表」。資料分析採取之統計方法包括描述統計、單因子多變量變異數分析、單因子單變量變異數分析、典型相關分析及全部進入法多元迴歸分析。 本研究之主要發現如下： 一、建設性思考能力較佳之國中教師，其需求困擾程度較低。 二、國中教師的建設性思考指標與其需求困擾指標有相關。建設性思考 中的「行為的因應」、「情緒的因應」、「迷信的思考」及「絕對的 思考」與需求困擾呈現顯著負相關。 三、建設性思考能力較佳之國中教師，在快樂感受、快樂條件及快樂活動 的得分均較高。 四、國中教師的建設性思考指標與其快樂三個向度的指標有相關。建設性 思考中的「行為的因應」及「情緒的因應」與快樂感受有顯著正相 關；建設性思考中的「絕對的思考」及「行為的因應」與快樂條件有 顯著正相關；建設性思考「絕對的思考」、「行為的因應」與快樂活 動有顯著正相關。 五、人際智慧能力較佳之國中教師，其需求困擾程度較低。 六、國中教師的人際智慧指標與其需求困擾指標有相關。人際智慧中的 「溝通表達」、「人際覺察」與需求困擾中的「人際與隸屬」、「能 力與自信」有顯著負相關。 七、人際智慧能力較佳之國中教師，在快樂感受、快樂條件及快樂活動的 得分均較高。 八、國中教師的人際智慧指標與其快樂三個向度的指標有相關。「社交彈 性」、「溝通表達」與快樂感受有顯著正相關；「溝通表達」、「人 際覺察」、「社交彈性」與快樂條件有顯著正相關；「溝通表達」、 「人際覺察」與快樂活動有顯著正相關。 九、需求困擾程度較低的國中教師，在快樂感受、快樂條件及快樂活動的 得分均較高。 十、國中教師的需求困擾的指標與其快樂三個向度的指標有相關。「人際 與隸屬」、「能力與自信」與快樂感受有顯著負相關；「人際與隸 屬」及「經濟與生活」與快樂條件有顯著負相關；「人際與隸屬」與 快樂活動有顯著負相關。 十一、國中教師的建設性思考、人際智慧與需求困擾能有效聯合預測其快 樂感受、快樂條件及快樂活動。人際智慧是快樂感受的主要預測變 項；人際智慧與需求困擾是快樂條件的主要預測變項；建設性思考是 快樂活動的主要預測變項。 最後，根據本研究主要發現提出若干意見，以供相關單位人員在教育 及學術研究上作為參考。 / The main purpose of this study was to explore the relationships among constructive thinking, interpersonal intelligence, need problems and happiness of junior high school teachers.The participants included 366 junior high school teachers in Taipei City and Taipei County. The employed instruments were The Constructive Thinking Inventory, The Teachers’ Interpersonal Intelligence Inventory, The Teachers’ Need Problems Inventory, and The Teachers’ Happiness Inventory. The applied analysis methods were Descriptives, One-way Multivariate Analysis of Variance, One-way Univariate Analysis of Variance, Canonical Correlation, and Multiple Regression. The main findings in this study were as follows: 1. Constructive thinking had negative influences on the teachers’ need problems. 2. The indices of constructive thinking and those of need problems were significantly correlated. More specifically, the constructive thinking of behavioral coping, emotional coping, superstitious thinking, and categorical thinking had significant negative correlations with the teachers’ need problems. 3. Constructive thinking had positive influences on the teachers’ happiness feelings, happiness conditions, and happiness activities. 4. The indices of constructive thinking and those of happiness were significantly correlated. More specifically, the constructive thinking of behavioral coping and emotional coping had significant positive correlations with the teachers’ happiness feelings, that of categorical thinking and behavioral coping had significant positive correlations with the teachers’ happiness conditions, and finally, that of categorical thinking and behavioral coping had significant positive correlations with the teachers’ happiness activities. 5. Interpersonal intelligence had negative influences on the teachers’ need problems. 6. The indices of interpersonal intelligence and those of need problems were significantly correlated. More specifically, the interpersonal intelligence of communicating and expressing as well as interpersonal awareness had significant negative correlations with the teachers’ need problems of interpersonal and belongingness as well as abilities and confidence. 7. Interpersonal intelligence had positive influences on the teachers’ happiness feelings, happiness conditions, and happiness activities. 8. The indices of interpersonal intelligence and those of happiness were significantly correlated. More specifically, the interpersonal intelligence of social flexibility as well as communicating and expressing had significant positive correlations with the teachers’ happiness feelings; that of communicating and expressing, interpersonal awareness, and social flexibility had significant positive correlations with the teachers’ happiness conditions; and finally, that of communicating and expressing as well as interpersonal awareness had significant positive correlations with the teachers’ happiness activities. 9. Need problems had negative influences on the teachers’ happiness feelings, happiness conditions, and happiness activities. 10. The indices of need problems and those of happiness were significantly correlated. More specifically, the need problems of interpersonal and belongingness as well as abilities and confidence had significant negative correlations with the teachers’ happiness feelings, those of interpersonal and belongingness as well as economical and life had significant negative correlations with the teachers’ happiness conditions, and finally, those of interpersonal and belongingness had significant negative correlations with the teachers’ happiness activities. 11. The teachers’ constructive thinking, interpersonal intelligence, and need problems could effectively predict their happiness feelings, happiness conditions, and happiness activities. Among the predictors, the most powerful predictor of the teachers’ happiness feelings was interpersonal intelligence, that of happiness activities was constructive thinking. Moreover, the most powerful predictors of the teachers’ happiness conditions were interpersonal intelligence and need problems.

本研究旨在探討大學生的希望感、建設性思考、情緒創造力及創造風格之關係。研究參與者來自台北縣市、桃園縣七所公私立大學的大學生，有效樣本計531人。本研究採用的研究工具包括「希望感量表」、「建設性思考量表」、「情緒創造力量表」及「創造風格量表」。資料分析所用的統計方法包括描述統計、單因子單變量和多變量變異數分析、皮爾森積差相關及線性結構模式分析。本研究主要發現如下： 一、 大學生在希望感、建設性思考、情緒創造力的表現程度佳，且 偏向運用創造核心特質。 二、 不同性別的大學生在情緒創造力及創造風格上均有差異，就整 體和各指標而言，男生的創造核心特質優於女生，女生的情緒 創造力優於男生。 三、 創造力獎項得獎經驗對大學生的情緒創造力沒有效果，但對創 造風格中的非最終產品定位、技術使用及無意識過程信念有效 果，非最終產品定位及技術使用為無得獎者大於有得獎者，無 意識過程信念則為有得獎者大於無得獎者。 四、 所屬學院對情緒創造力中的新穎性來源及情緒準備度有效果， 且能對創造風格中的無意識過程信念、環境控制與行為自我調 節有效果。 五、 大學生的情緒創造力對創造風格有效果。 六、 希望感對大學生的情緒創造力有效果，且對創造風格中的非最 終產品定位、技術使用、無意識過程信念及借助他人有效果。 七、 建設性思考對大學生情緒創造力中的有效性及新穎性反應有效 果；且對創造風格中的迷信行為及環境控制與行為自我調節有 效果。 八、 就大學生創造風格之路徑模式而言，希望感與建設性思考產生 交互作用後，會分別對情緒創造力有直接效果並透過情緒創造 力對創造核心特質及創意輔助習性有間接效果，且情緒創造力 對創造核心特質與創意輔助習性有直接效果。 最後，本研究依據本研究主要發現提出意見，以提供相關單位與人員在教育以及學術研究上之參考。 / The main purpose of this study was to explore the relationships among hope belief, constructive thinking, emotional creativity, and creative style of undergraduate students. The participants included 531 undergraduate students sampled from seven national or private universities in Taipei City, Taipei County, and Taoyuan County. The employed instruments in this study were the Inventory of Hope, the Inventory of Constructive Thinking, the Inventory of Emotional Creativity, and the Questionnaire of Creative Style. The employed analysis methods included Descriptive Statistics, one-way ANOVA, one-way MANOVA and SEM. The main findings of this study were as follows: 1.The undergraduate students had high level of hope belief, constructive thinking, and emotional creativity; and they tended to use core traits of creativity. 2.There were significant gender differences on emotional creativity and creative style; the males outperformed the females in core traits of creativity, and the females outperformed the males in emotional creativity. 3.The experiences of winning creative awards had no effects on emotional creativity, but had effects on creative style, especially on “not final product orientation”, “use of techniques”, and “belief in unconscious processes”. Moreover, participants who had won creative awards outperformed their counterparts in “not final product orientation”, “use of techniques”; participants who had not won any creative awards outperformed their counterparts in “belief in unconscious processes”. 4.College of major had effects on emotional creativity, especially in “origin of novelty”, and “preparation”. Moreover, college of major had effects on creative style, especially in “belief in unconscious processes” and “environmental control and behavioral self- regulation”. 5.The participants’ emotional creativity had effects on their creative style. 6.The participants’ hope belief had effects on their emotional creativity and creative style, especially in “not final product orientation”, “use of techniques”, “belief in unconscious processes”, and “use of other people”. 7.The participants’ constructive thinking had effects on their emotional creativity, especially in “effectiveness”, “novel response”. Moreover, the participants’ constructive thinking had effects on their creative style, especially in “superstition” and “environmental control and behavioral self- regulation”. 8.As for the path model, hope belief and constructive thinking interactively and directly influenced their emotional creativity and then indirectly influenced their core traits of creativity and assisted habits of creativity via emotional creativity; meanwhile, emotional creativity had direct effects on their core traits of creativity and assisted habits of creativity. Finally, the researcher proposed some suggestions for educational instructions and academic research.