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六頂思考帽思考書寫對情緒調控的效果

為了解決mbti j p difference的問題，作者董杏姿 這樣論述：

本研究目的在探究六頂思考帽書寫對情緒調控的效果。本研究採用單因子設計，自變項是為訓練組別，分為三個水準（六頂思考帽組、認知再評估組，及控制組），依變項為參與者的正向情緒、負向情緒、正向思考、負向思考及中性思考。本研究邀請120位參與者參與研究。研究程序區分為三個階段。第一階段以網路研究形式製作「六頂思考帽組」、「認知再評估組」及「控制組」等三組訓練網路連結，並邀請參與者自行選擇一組訓練網路連結。第二階段則讓已選擇訓練連結的參與者接受促發負向情緒之描述作業，然後，進行分別進行各組之訓練。六頂思考帽組訓練參與者六頂思考帽技術並練習運用；認知再評估組訓練參與者認知再評估技巧並練習運用；控制組則訓練

無關情緒調控效果的內容與練習。第三階段是各組完成訓練後，請參與者填寫正負向情感量表，及思考產生作業。研究結果發現，情緒調控效果方面，正向情緒部分，六頂思考帽組、認知再評估組及控制組等三組之間未有顯著差異；負向情緒部分，六頂思考帽組、認知再評估組及控制組之間同樣未有顯著差異。思考指標效果方面，六頂思考帽組、認知再評估組及控制組等三組在正向思考指標上未有顯著差異；負向思考部分，六頂思考組顯著低於認知再評估組，且六頂思考組顯著低於控制組，而認知再評估組與控制組等兩組之間未呈現差異；中性思考部分，六頂思考帽組、認知再評估組及控制組等以上三組未呈現顯著差異。上述結果顯示，經過六頂思考帽訓練的個體會降低負

向思考之程度。本研究之結果意涵將在討論中加以論述，作為未來探討六頂思考帽書寫訓練與應用之參考。

The Study of Personality and Subjective Well-Being for Honorary Teachers of Public Elementary Schools in Kualuh Leidong, Indonesia

為了解決mbti j p difference的問題，作者HOTRIKA SIMAMORA 這樣論述：

This study investigated honorary teachers' personality traits and subjective well-being within four dependent variables: gender, age, duration of teaching, and education level. This study applied the quantitative method analysis where the data were from the mean, p, and r of the statistic survey's

collections with 82 honorary teachers in Kualuh Leidong Sub District, Indonesia. The statistical analysis was Pearson product-moment correlation (PPMCC) were employed. In order to examine the personality and subjective well-being of independent sample One-Way ANOVA analysis, Linear Regression correl

ation analysis to analyze the correlation between the five dimensions, descriptive statistic method to obtain the sequence influence of the personality traits and subjective well-being.The results showed that (1) the highest personality trait of honorary teachers was conscientiousness (M=4.01, SD=0.

30) and the lowest personality was neuroticism (M=3.71, SD=0.43); (2) the highest subjective well-being variable was an achievement at work (M=3.78, SD=0.85), and the lowest was the satisfaction of material needs (M=3.49, SD=0.79); (3) correlation between personality traits and subjective well-being

with (r= 0.424) ;(4) age (p=0.046) and education (p=0.044) have a significant relationship toward personality traits (neuroticism and agreeableness) whereas the duration of teaching and gender there was no significant correlation; (5) age, gender and duration teaching were not significant influence

on subjective well-being; however, education (p=0.039)level were significant relationships toward subjective well-being (achievement at work). The result of an interview was that the honorary teacher felt happy as an honorary teacher and have some challenges during the covid-19 to teach students, s

uch as internet connection, time to teach, and income.Keywords: Personality traits, subjective well-being, honorary teachers, elementary public schools, Indonesia.