The diploma thesis "Interpersonal Multiple Intelligence and Its Development in B2 English Lessons" focuses on Howard Gardner's theory of multiple intelligences with special emphasis on interpersonal multiple intelligence. The thesis consists of two main sections: theoretical and practical part. The theoretical part introduces the concept of intelligence, the theory of multiple intelligences and interpersonal intelligence. The practical part introduces the research that investigates whether, how and to what extent interpersonal intelligence is developed in B2 English lessons. It consists of two parts: the main part discusses the content analysis of two course books and the second part of the research - the questionnaire - complements findings of the content analysis.

本研究旨在探討當前國小學童人際智能、內省智能、創造力與逆境經驗之關係，以問卷調查的方式，針對台灣地區國小學童進行調查研究。正式施測共得642份有效樣本，以北、中、南、東四大行政區域，取樣國小中、高年級學生，研究工具採用人際智能量表、內省智能量表、創造力自我效能量表、創新行為量表及逆境經驗量表。研究運用描述統計分析、t考驗、單因子變異數分析、皮爾遜積差相關分析、多元迴歸分析考驗研究假設。主要研究結果如下： 一、現今國小學童之人際、內省智能自我效能感良好，對相關領域上的活動有興趣；認為自己還算具有創新行為及良好創造力自我效能感；面對逆境時普遍會有負面感受，且能以較積極的方式及態度因應逆境，並多能建構正向的逆境意義。 二、較低年級的國小學童，其對人際智能領域之相關活動較感興趣，人際智能也較高，且認為自己較常表現出創新行為，也較有創造力自我效能感，面對逆境時較不會有負面感受、較能正向因應逆境，但對於逆境意義的建構、內省智能發展並不因年級有所差異。 三、國小學童人際智能越高，越能積極因應逆境，也越能建構較良好之逆境意義。 四、國小學童內省智能越高，越能積極因應逆境，也越能建構較良好之逆境意義。 五、國小學童創新行為越多、創造力自我效能越高，越能積極因應逆境，也越能建構較良好之逆境意義。 六、人際智能、內省智能、創新行為及創造力可顯著預測逆境之負面感受、逆境因應方式及逆境意義建構的正向程度。 七、逆境經驗可顯著預測人際智能、內省智能、創新行為及創造力，且其中的逆境意義建構是最主要的預測變項。 最後，根據研究結果對教育與未來研究兩方面提出建議。 關鍵字：人際智能、內省智能、創造力、逆境經驗 / The main purpose of this study was to explore the relationships among interpersonal intelligence, intrapersonal intelligence, creativity and adversity experience of elementary school students. A total of 642 children in the forth to sixth grade of elementary school students (314 male, 324 female) in Taiwan was sampled in this study. This study involved a survey that comprised of four sets of questionnaires: the Inventory of Interpersonal Intelligence, the Inventory of Intrapersonal Intelligence, the Inventory of Creative Behavior, and the Inventory of Creative Self-efficacy. The quantitative of data was analyzed by descriptive statistics, Pearson’s correlation, t-test, ANOVA, and regression analysis. The main findings of this study were as follows. (a)Elementary school students are rated above middle on their self-efficacy of interpersonal intelligence and intrapersonal intelligence, and also interested in relevance activities. In face of adversity, they tend to have negative emotions, but at the same time they know how to actively cope, adjust and reframe. They can also construct meaning from the adversity; (b) Elementary school students who has the higher interpersonal intelligence, intrapersonal intelligence, creative self-efficacy, and behaved more creative, would be more active to face adversity, but also can construct more positive life meaning from the adversity; (c) interpersonal intelligence, intrapersonal intelligence, creative self-efficacy and creative behavior significantly predicted negative emotions, coping methods, and meaning construction of adversity, and vice versa. According to the results of the study, some suggestions were made for educators and further studies. Key words: interpersonal intelligence, intrapersonal intelligence, creativity, adversity experience.

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.

摘要 本研究旨在探討幼兒的依附關係、語文智能及人際智能與心智理論能力之關係，以及人口變項(性別、年齡與社經地位)與心智理論能力之關係。研究參與者來自台北縣市公私立幼稚園四至六歲之幼兒，共124位。本研究所採用之研究工具分為三部份，分別為：「幼兒心智理論能力測驗」、「幼兒依附關係量表」、「幼兒多元智能檢核表」－語文智能分量表、人際智能分量表。調查所得資料分別以描述統計、單因子多變量變異數分析、典型相關、區別分析等統計方法進行分析。本研究的主要發現如下： 1.男、女生之間在語文智能、人際智能上有顯著的差異存在，而在依附關係方面則沒有差異;女生在語文智能、人際智能上均優於男生。 2.人口變項方面，不同性別、中高社經地位的幼兒在心智理論能力上沒有差異存在;不同年齡的幼兒在心智理論能力上有顯著的差異存在;以六歲組高於五歲組、四歲組，四歲組為最低。年齡愈高者，其心智理論能力的表現愈好。 3.幼兒的心智理論能力表現不因其所屬依附類型不同而產生差異，且不同程度的安全型依附、矛盾型依附及逃避混亂型依附之幼兒，在心智理論能力上亦沒有差異。 4.不同語文智能的幼兒，其心智理論能力有差異;語文智能愈高，其心智理論能力的表現愈好。 5.不同人際智能的幼兒，其心智理論能力有差異存在。人際智能愈高，其心智理論能力的表現愈好。 6.幼兒的安全依附、語文智能及人際智能與其心智理論能力之各測試作業有正相關，且語文智能與錯誤信念作業的關係最為密切。 7.幼兒的安全依附、語文智能及人際智能有效聯合預測心智理論能力的組別。 最後，本研究依據上述的研究結果進行討論，並提出相關建議，以供親職教育、教育輔導、教學及後續研究之參考。 / Abstract The main purpose of this study was to explore the relationships between preschoolers’ attachment styles, verbal intelligence, interpersonal intelligence, demographic variables, and their theory of mind. The participants included 124 4- to 6-year-old children from kindergartens in Taipei city. The employed instruments in this study were The Tasks of Preschoolers’ Theory of Mind, The Inventory of Preschoolers’ Attachment Styles, and two subscales from The Inventory of Multiple Intelligences--verbal intelligence and interpersonal intelligence. The applied analysis methods included descriptives, one-way MANOVA, canonical correlation, and discriminant analysis. The main findings of this study were as follows: 1. While the girls outperformed the boys in both the verbal and the interpersonal intelligences, no significant gender differences on attachment styles were found. 2. There were no significant gender differences or SES differences on the preschoolers’ theory of mind. However, there were significant age differences on the preschoolers’ theory of mind; more specifically, the 6-year-old children outperformed the 5-year-old and the 4-year-old children on the tasks of theory of mind. 3. The preschoolers’ performances on the tasks of theory of mind did not vary as their attachment styles were different. 4. Verbal intelligence and Interpersonal intelligence had significant effects on the preschoolers’ theory of mind. In other words, the better verbal intelligence and Interpersonal intelligence the children had, the higher level their theory of mind were. 5. The preschoolers’ secure attachment style, verbal intelligence, and interpersonal intelligence were positively related to their theory of mind, and their verbal intelligence had the strongest relation to their theory of mind. 6. The preschoolers’ secure attachment style, verbal intelligence, and interpersonal intelligence could jointly predict their theory of mind. Finally, after discussion, the researcher proposed some suggestions for educational instruction and future studies.

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)