Journal directory listing - Volume 61(2016) - Journal of Research in Education Sciences【61(3)】September

Using Personality Traits and Psychological and Environmental Factors to Predict the Instructional Design Imagination of Teachers Author: Yuling Hsu (Institute of Education, Tzu Chi University)

Vol.&No.:Vol. 61, No. 3
Date:September 2016
Pages:69-98
DOI:10.6209/JORIES.2016.61(3).03

Abstract:

This study responded to the challenging and complex situations faced by teachers by using personality, psychological, and environmental variables to construct a predictive model of the imaginative capabilities of teachers as demonstrated in their instructional design. On the basis of previous studies of the influence of personality traits and psychological and environmental factors on imaginative capabilities, we conducted structural equation modeling to propose a predictive model and then validated it. The results revealed that: (1) the imaginative capabilities involved in instructional design included initiating imagination, conceiving imagination, and transforming imagination; (2) openness to experience and conscientiousness had strong direct effects on imaginative capabilities, whereas extraversion, emotional stability, and agreeableness indirectly predicted imaginative capabilities; (3) self-efficacy and intrinsic motivation displayed mediating roles in the personality traits and psychological and environmental factors that predicted imaginative capabilities; (4) the means by which environmental factors influence imaginative capabilities requires further exploration. Finally, this study proposed suggestions regarding the practical implications of the results and future research directions.

Keywords:environmental factors, instructional design imagination, personality traits, psychological factors

《Full Text》 檔名

References:
  1. 余民寧、陳柏霖、許嘉家(2010)。教師憂鬱傾向的影響因素之研究。輔導與諮商學報,32(2),73-97。【Yu, M.-N., Chen, P.-L., & Syu, J.-J. (2010). The study of impact factors on teachers’ depression. The Archive of Guidance & Counseling, 32(2), 73-97.】
  2. 李茂能(2010)。虛無假設顯著性考驗的演進、議題與迷思。測驗統計年刊,18(1),1-22。【Li, F. M.-N. (2010). Null hypothesis significance testing: Its evolution, current use, misuse, and misconceptions. Journal of Research on Measurement and Statistics, 18(1), 1-22.】
  3. 梁朝雲、許育齡、林威聖(2014)。探究想像力內涵暨評測量表研發。測驗學刊,61(1),27-49。【Liang, C., Hsu, Y., & Lin, W.-S. (2014). The study of imaginative capabilities and imaginative capability scale development. Psychological Testing, 61(1), 27-49.】
  4. 許育齡、梁朝雲、林志成(2013)。教師發揮教學設計想像力的心理與環境因素探究。當代教育研究季刊,21(2),113-148。doi:10.6151/CERQ.2013.2102.04【Hsu, Y., Liang, C., & Lin, C.-C. (2013). The influences of individual psychology and school environment on the teachers’ imaginative capability of instructional design. Contemporary Educational Research Quarterly, 21(2), 113-148. doi:10.6151/CERQ.2013.2102.04】
  5. 陳學志、徐芝君(2006)。幽默創意課程對教師幽默感及創造力的影響。師大學報:教育類(創造力特刊),51(2),71-93。doi:10.3966/2073753X200610510304【Chen, H.-C., & Hsu, C.-C. (2006). Evaluating the impact of the humor training curriculum on teachers’ sense of humor and creativity. Journal of Taiwan Normal University (Special Issue on Creativity), 51(2), 71-93. doi:10. 3966/2073753X200610510304】
» More
APA FormatHsu, Y. (2016). Using personality traits and psychological and environmental factors to predict the instructional design imagination of teachers.  Journal of Research in Education Sciences, 61(3), 69-98. doi:10.6209/JORIES.2016.61(3).03