A Study on Emotion,Personality and Teacher-Student Relationship of Elementary School

[[abstract]]本研究之目的主要六點：其一為探究教師與學生的情緒趨同現象。其二為探究教師與學生的人格趨同現象。其三為探究教師情緒對師生關係的影響。其四為探究學生情緒對師生關係的影響。其五為探究教師人格對師生關係的影響。其六為探究學生人格對師生關係的影響。本研究採問卷調查法，針對研究者服務的國民小學進行便利取樣，共取得17位導師以及446位學生的有效樣本。本研究之工具包括「正負向情緒量表」、「五大人格特質量表」及「師生關係量表」。本研究之結果資料經過相關分析、迴歸分析及階層迴歸分析，獲得以下結論： 一、教師與學生的正向情緒會出現情緒趨同現象；教師與學生的負向情緒會 出現情緒趨同現象。 二、教師與學生的友善性會出現人格趨同現象；教師與學生的勤勉正直性會 出現人格趨同現象。 三、教師正向情緒會對師生關係產生正向影響；教師負向情緒會對師生關係 產生負向影響。 四、學生正向情緒會對師生關係產生正向影響。 五、教師友善性會對師生關係產生正向影響；教師勤勉正直性會對師生關係 產生正向影響。 六、學生友善性會對師生關係產生正向影響；學生勤勉正直性會對師生關係 產生正向影響。 最後依據本研究之發現，提供教育單位與教育工作者，未來在實務與相關研 究上的參考與建議。[[abstract]]There are six main purposes in this study：The first one is explore the emotional convergence between the teachers and students. The second one is explore the personality between the teachers and students.The third one is explore the influences of the teachers’ emotion on teacher-student relationship. The fourth one is explore the influences of the students’ emotion on teacher-student relationship. The fifth one is explore the influences of the teachers’ personality on teacher-student relationship. The last one is explore the influences of the students’ personality on teacher-student relationship. The methodology of this study is a questionnaire survey. There were 17 teachers and 446 students from the school which the researcher worked for by convenience sampling. The instruments in this study were the Positive and Negative Affect Scales, Big-Five Personality Inventory, and the Teacher-Student Relationship Questionnaire. The collected data were analyzed by relative analysis, regression analysis and Hierarchical regression analysis. According to the results, conclusions have been obtained as the following： 1. There was emotional convergence between the teachers’ positive emotion and students’ positive emotion. There was emotional convergence between the teachers’ negative emotion and students’ negative emotion. 2. There was personality convergence between the teachers’ agreeableness and students’ agreeableness. There was personality convergence between the teachers’ conscientiousness and students’ conscientiousness. 3. The teachers’ positive emotion had a positive influences on teacher-student relationship. The teachers’ negative emotion had a negative influences on teacher-student relationship. 4. The students’ positive emotion had a positive influence on teacher-student relationship. 5. The teachers’ agreeableness had a positive influences on teacher-student relationship. The teachers’ conscientiousness had a positive influences on teacher-student relationship. 6. The students’ agreeableness had a positive influences on teacher-student relationship. The students’ conscientiousness had a positive influences on teacher-student relationship. Finally, based on the findings of this study, references and suggestions were given to educational administrations, teachers and future studies.[[note]]碩