Abstract The purposes of this study were (1) to compare the relationship among teachers and students¡¦ thinking styles and their background. (2) to explore the relationship among teachers¡¦ background,teachers¡¦ thinking styles, and teaching behaviors. (3)to investigate the relationship among teaching behavior, students¡¦ thinking styles, learning perception satisfaction, and achievement. (4)to explore the influences of different matching of teachers¡¦ thinking styles and students¡¦ thinking styles on learning perception satisfaction and achievement. Two groups of subjects were arranged: with one including 374 high school teachers in Taiwan area, and the other including 30 teachers and their 1217 students in Koashuing. Teachers were asked to fill out ¡¨ Thinking Styles Questionnaire for Teacher(TSQT)¡¨ and ¡§Teaching Behavior Scale(TBS)¡¨, while students ¡§Thinking Styles Questionnaire(TSQ)¡¨ and ¡¨ Learning Perception Satisfaction Check List(LPSCL)¡¨. The data were analyzed by Pearson¡¦s product-moment correlation, t-test, canonical correlation, one-way ANOVA, and one-way MANOVA. The conclusion were drawn as follows: 1. On teachers¡¦ background: (1) There were significant differences between male and female in legislative, global, liberal, local, conservative thinking styles. (2) There were significant differences between high, mid and low age groups in executive, local, conservative thinking styles. (3) There were significant differences between high, mid and low years groups in conservative thinking styles. (4) There were significant differences between high, mid and low father¡¥s education in executive, global, conservative thinking styles. (5) There were significant differences between high, mid and low mother¡¦s education in executive, conservative thinking styles. 2. On students¡¦ background: (1) There were significant differences between male and female in legislative, executive, judicial, global thinking styles. (2) Birth order have no significant differences with thinking styles. (3) There were significant differences between high, mid and low father¡¥s education in executive, judicial, global thinking styles. (4) There were significant differences between high, mid and low mother¡¦s education in judicial, global of thinking styles. 3. Teachers¡¦ background has canonical correlation with teachers¡¦ thinking styles. The one canonical factor of Teachers¡¦ background efficacy explains 4% of all the teachers¡¦ thinking styles. 4. Teachers¡¦ thinking styles have canonical correlation with teaching behavior. Three canonical factors of Teachers¡¦ thinking styles efficacy explains 37% of all the teacher behavior. 5. The relationship between teaching behavior and teachers¡¦ thinking styles has significant correlative with legislative, local, liberal of teachers¡¦ thinking on discovery teaching. 6. Teaching behavior has significant correlation with learning perception satisfaction, but achievement does not. 7. Executive thinking styles have significant correlation with achievement. 8. Teachers¡¦ thinking styles have no significant correlation with students¡¦ thinking styles. 9. Matching of teachers¡¦ thinking styles and students¡¦ thinking styles has no significant correlation with learning perception satisfaction and achievement.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 141-145).

The problem of this study was to determine the effects which the practicing of self-selected teaching skills by elementary education majors had on measures of personality and of teaching behavior. Personality measures were limited to self-confidence; attitudes toward self, children, and others; identification with the teaching role; and identification with the teaching profession. The teaching behavior measures were coded interaction episodes between a teacher trainee and four pupils in a microteaching setting. It was concluded that training experiences of short duration (e.g., eight weeks or less) (1) can be expected to positively affect specific, narrowly defined personality traits such as identification with the teaching role and identification with the teaching profession, (2) cannot be expected to affect broadly defined, global personality traits such as self-confidence or attitudes toward self, children, and others, and (3) cannot be expected to affect the classroom interaction of teachers and pupils.

Observing emotional responses is recognized as a valuable clinical skill in a variety of professions, including applied behavior analysis. Emotional responses can flag possible contingencies thereby guiding a behavior analyst to better select valid measures, goals, and procedures. Additionally, emotional responses can be goals in and of themselves. The purpose of the present study was to evaluate the effects of a workshop on the observation and description of emotional responses by behavior analysts-in-training. The procedures included instructions, modeling, practice, discussion and feedback. The workshop included a blend of trainer presentation and interteaching strategies. The effects of the workshop were evaluated using a single-subject A-B design with multiple probe measures across four students. During probe assessments participants watched short video clips of family interactions and wrote a descriptive narrative in response to several questions. This created a permanent record for quantitative evaluation and analysis. The study resulted in an increase in the number of descriptions of emotional responses among all participants. The participants also increased responses tying the emotional response to external environmental events more often in the post-workshop assessment than the pre-workshop assessment. Results are discussed within the context of training applied behavior analysts, the analysis of verbal behavior, and the role of emotions in clinical practice.

「熱情」是心理學研究上新興的研究主題，包括熱情的概念、熱情的前置因素以及影響後果等研究。本研究的主要目的在探討國中小教師的教學熱情現況，與可能影響教學熱情的人口變項，包括教師的性別、年齡、任教年資、擔任職務、及最高學歷、畢業科系與教學熱情的關係。同時也探討教學熱情的影響後果，包括教學省思行為、教學內在動機、學習者中心教學信念、深度對談、專業合作及自我導向學習、創新教學行為、創新擴散與教學熱情的關係。本研究採問卷調查方式，以北、中、南區公私立國民中小學418位國中教師和160位國小教師為研究對象，使用的研究工具包括教學活動熱情量表、輔導活動熱情量表、教學省思行為量表、教學內在動機量表、學習者中心教學信念量表、專業合作與自我導向學習量表、深度對談量表、教學創新行為量表、創新擴散量表。 研究結果發現︰ 一、關於國中小教師的教學熱情和教學各變項之現況 1.國中小教師的教學熱情程度中等偏高，其中教學活動和諧性熱情顯著高於其他三種教學熱情，輔導活動和諧性熱情顯著高於強迫性熱情，而教學活動強迫性熱情僅顯著高於輔導活動強迫性熱情。國小教師除了在輔導活動強迫性熱情上顯著低於國中教師外，其他三種教學熱情均顯著高於國中教師。 2.國中小教師在教學各變項上大致為正向反應，其中教師的教學內在動機顯著高於其他教學變項，學習者中心教學信念僅顯著低於教學內在動機，而教學省思行為則顯著低於教學內在動機和學習者中心教學信念，創新教學行為和專業合作與自我導向學習顯著高於創新擴散和深度對談，而深度對談則顯著低於其他教學變項。此外，國小教師除了在專業合作與自我導向學習未顯著高於國中教師外，在其他教學變項上均顯著高於國中教師。 二、關於人口變項在教學熱情上的差異情形 1.不同任教年資、最高學歷以及男女國中小教師，在教學熱情上並無顯著差異。 2.不同年齡、擔任職務、畢業科系、任教科目和輔導經歷的國中小教師，在四種教學熱情上均有顯著差異。 三、關於教學熱情與教學各變項之關係 1.分別或整體探討國中小教師的教學熱情與教學各變項之關係，教學熱情越高，其教學省思行為、教學內在動機、以及學習者中心教學信念、深度對談、專業合作自我導向學習、創新教學行為和創新擴散則越高。 2.從預測角度來看，在多元迴歸模式中以教學活動和諧性和強迫性熱情對國中小教師的教學內在動機、創新教學行為最有正向預測力；以教學活動和諧性熱情對教學省思行為、學習者中心教學信念、深度對談最具正向的預測力；以輔導活動和諧性和強迫性熱情對專業合作及自我導向學習具有最佳的正向預測力；而以輔導活動強迫性熱情對創新擴散具有最佳的正向預測力。 四、關於人口變項、教學熱情與教學各變項之關係 1.無論在教學活動或輔導活動方面，有越多和諧性熱情的國中小教師，會有較多的教學省思行為、教學內在動機、學習者中心教學信念出現。 2.無論在教學活動或輔導活動方面，有越多強迫性熱情的教師，會有較多的創新教學行為、創新擴散出現，也會傾向專業合作及自我導向學習。 3.國中教師、21-30歲教師、以及輔導室教師較傾向專業合作及自我導向學習和深度對談。 4.最高學歷為研究所、畢業科系為大學教育科系、師範教育科系、師範非教育相關科系的教師，較傾向專業合作及自我導向學習。 　最後，本研究根據研究結果對實務與未來研究提出建議。