以品味策略為調節角色：國中初任與資深教師品味信念與圓滿人生之關係

Savoring Strategies Moderate the Relationship between Junior High School Novice and Senior Teachers' Savoring Beliefs and Level of Flourishing in Life

品味是指人們有正向經歷並有策略調節正向情緒以應對正向事件。本研究旨在探討國中初任與資深教師的品味信念、品味策略及圓滿人生之關係。初任教師207位，資深教師413位參與本研究。研究方法採用描述統計、t檢定、階層迴歸等分析方法進行檢定。研究結果發現：1.國中初任教師在預期、回憶、品味策略、與人分享及行為表達的平均得分，均顯著高於資深教師。2.國中資深教師在圓滿人生、仁福──正向情緒、玩福──全心投入、和福──意義認同、敬福──勝任要求、及樂福──樂天知命上的平均得分，均顯著高於初任教師。3.資深教師的品味策略及其各因素（行為表達、記憶建構、自我激勵、感知敏銳、比下有餘）在品味信念與圓滿人生間扮演調節角色。4.初任教師的品味策略未在品味信念與圓滿人生間扮演調節角色。基於上述發現，針對教育實踐與未來研究，提出了一些建議作為參考。

Flourishing is a relatively new concept in positive psychology that considers hedonic and eudaimonic aspects of well-being. Although great emphasis has been placed on stress and burnout among school teachers, little attention has been given to these teachers' well-being. Savoring can be defined as an individual's strategy for directing their attention to positive experiences and regulating their positive feelings in response to positive events. Savoring is an effective regulation tactic characterized by the ability to focus on and exert control over the development, intensification, and sustainment of positive emotions. Bryant and Veroff (2007) proposed several cognitive and behavioral savoring strategies that are effective in enhancing and prolonging positive experiences, including sharing the experience with others (seeking out people with whom one can enjoy an event or report one's appreciation of the moment), behavioral expression (laughing or emoting), counting blessings (cultivating gratitude), self-congratulation (cultivating pride), memory building (purposefully attempting to remember the positive event), and sensory-perceptual sharpening (focusing on the physical sensations of a pleasant experience). Chen and Yu (2018) reviewed this study and proposed that a flourishing life is one that involves mercifulness (blessing positive emotions ), playfulness (blessing engagement), peacefulness (blessing identifying meaning), respectfulness (blessing competent requirements), and cheerfulness (blessing an optimistic attitude). The main purpose of this study is to explore the relationships among beliefs about savoring, the capacity to savor, and a flourishing life in junior high school special and general education teachers.