The effects of Elementary school teachers Achievement event of social comparison on Self-esteem and Face
碩士 === 臺北市立大學 === 心理與諮商教學碩士學位班 === 102 === This study was aimed to explore how the achievements influenced self-esteem and face of elementary teachers. There were three kinds of achievement: the outstanding performance of individual teachers, individual students, and whole classes. Individual- and...
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| Format: | Others |
| Language: | zh-TW |
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2014
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| Online Access: | http://ndltd.ncl.edu.tw/handle/76407476682170324863 |
| Summary: | 碩士 === 臺北市立大學 === 心理與諮商教學碩士學位班 === 102 === This study was aimed to explore how the achievements influenced self-esteem and face of elementary teachers. There were three kinds of achievement: the outstanding performance of individual teachers, individual students, and whole classes. Individual- and social-oriented achievement motivations were included as moderator variables.
Questionnaire survey was conducted. 295 participants were recruited through convenience sampling, including 218 female and 76 male. The results showed that (1) teachers’ self-esteem and face in three kinds of achievement events were significantly different, and "outstanding performance of whole classes" enhanced self-esteem and face most; (2) teachers with low social-oriented achievement motivation tended to enhance self-esteem in the outstanding performance of individual teachers more than that of individual students; teachers with high social-oriented achievement motivation tended to enhance face in the outstanding performance of individual students more than that of individual teachers; (3) teachers with low individual-oriented achievement motivation tended to enhance self-esteem in the outstanding performance of individual teachers more than that of individual students.
Future study would be focused on self-esteem and face of elementary teachers in other roles or situations. Practical implications were as following: (1) offering resources for the outstanding performance of individual teachers; (2) achievement motivations served as criterion for selecting elementary teachers.
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