具有吸引力的人比較容易讓別人認為其具有較好的能力、性格及人際關係等等。教師外表吸引力高低是否會影響學生對教師的第一印象，進而影響學習的專注力與成效？其次，幽默是一種哲學與智慧，具有高度幽默感的人才會讓他人易於親近，因此在人際關係上比他人具有更多優勢。一位幽默感的教師，是否可以創造快樂的學習環境，提升學生專注力與學習成效？資淺教師的任教時間較短，往往對於知識結構、教學策略與了解學生的學習困難，相較於資深教師來說，有所不足。一位年資深的教師，是否會因為擁有較多的教學經驗與歷程，進而提升學生的專注力與學習成效？
本研究想要了解教師的特質對於學生學習專注力與成效的影響，因此採用使用者內之準實驗法，挑選外表吸引力、幽默感與年資之不同程度高低的教師，針對學生進行教學，並就其學生學習專注力與成效進行分析比較，其結果如下：首先在學習專注力的結果發現：教師外表吸引力與學習專注力呈現負相關；教師幽默感與學習專注力呈現正相關；教師年資與學習專注力呈現正相關；教師外表吸引力、幽默感與年資之三因子是對於學習專注力具有交互作用。其次在學習成效的結果發現：教師外表吸引力與學習成效呈現無顯著性相關；教師年資與學習成效呈現無顯著性相關；教師幽默感與學習成效呈現正相關；教師外表吸引力、幽默感與年資之三因子是對於學習成效呈現無顯著性相關。
根據研究結果，本研究建議應破除外表吸引力的迷思、加強準教師的幽默感的教育訓練、資深教師適度穿著打扮。未來建議研究方向可以加入東方人與西方人的外表吸引力的差異與教師魅力等相關議題進行深入探討。

Attractive people are more likely to be considered as having better abilities, personalities, and interpersonal relationships. Does the physical attractiveness of a teacher affect the first impression of students of the teacher, and further affect learning concentration and achievement?
Second, humor is a type of philosophy and wisdom. People with a good sense of humor are more approachable and have more advantages in interpersonal relationships. Is a humorous teacher capable of creating a happy learning environment to enhance the learning concentration and achievement of students?
Junior teachers spend less time teaching and they are typically viewed less favorably compared to senior teachers regarding knowledge structure, teaching strategy, and their understanding of students’ learning difficulties. Are senior teachers with many years of experience capable of improving the learning concentration and achievements of students because they have more teaching experience and progress?
In this study, we attempt to understand the influence of teacher characteristics on the learning concentration and achievements of students. Therefore, we used a user within the quasi-experimental method. Teachers with various levels of physical attractiveness, senses of humor, and years of teaching experience were selected to teach students. The learning concentration and achievement of the students were analyzed and compared. The results were as shown below:
First, the results of learning concentration showed that the physical attractiveness of a teacher is negatively correlated with learning concentration. The sense of humor of a teacher is positively correlated with learning concentration. Years of teaching experience is positively correlated with learning concentration. Teachers’ physical attractiveness, sense of humor, and years of teaching experience have an interactive effect on learning concentration.
Second, results on learning achievement showed that the physical attractiveness of a teacher is not significantly correlated with learning performance. The years of teaching experience of a teacher is not significantly correlated with learning performance. The sense of humor of a teacher is positively correlated with learning achievement. The interactions among factors such as teachers’ physical attractiveness, sense of humor, and years of teaching experience did not show significant correlation with learning achievement
According to the results of this study, we suggest that the myth about physical attractiveness should be dispelled, and that educational training regarding teachers’ senses of humor should be strengthened. We recommend that future research include in-depth investigations on the differences between Asians and Caucasians regarding physical attractiveness and teacher charisma.

審定書 i
中文摘要 ii
英文摘要 iii
第一章、前言 1
第一節、研究背景 1
第二節、研究動機 2
第三節、研究目的 3
第四節、研究流程 3
第二章、理論模式與假說推導 5
第一節、隱性人格理論 5
第二節、外表吸引力 6
第三節、幽默感 8
第四節、年資 10
第五節、變數交互作用 12
第六節、控制變項 12
第三章、研究設計與實施 14
第一節、研究模式建立 14
第二節、教師篩選 15
第三節、學習成效測驗題項編製 17
第四節、教學現場實驗 18
第四章、資料分析 21
第一節、試題量表分析 21
第二節、測量模型分析 26
第三節、教師篩選分析 29
第四節、研究模型檢定 34
第五節、交互作用檢定 38
第六節、性別控制變數檢定 46
第五章、結論與建議 50
第一節、結論 50
第二節、教學實務建議 54
第三節、研究限制與未來研究議題 55
參考文獻 56
中文部份 56
英文部分 58
附件一：外表吸引力量表 66
附件二：幽默量表 67
附件三：學習專注力量表 68
附件四：學習成效測驗表 69

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