教師除了普遍認為在面對學生問題上能妥適處理，還認為自身對學生的信任不受外在事務或是情緒干擾，能純粹以學生表現為依據。但近期研究卻發現，情緒在決策的過程中扮演很重要的角色，本研究根據「情感即訊息模型」與「情感注入模型」探討教師本身心情狀態與其對學生信任的關係。具體而言，本研究透過實驗法來檢驗正向心情是否會提昇教師對於學生的信任，而負向情緒是否會降低教師對於學生的信任。本研究招募151位正式教師參與實驗，參與者被隨機分派至三種心情狀態組（正向、負向、中性），採用「情緒事件回憶法」來操弄教師當下的心情狀態，接著教師針對學生在不當行為時常提出理由分別評定相信或不相信之。研究發現指出：處於正向心情的教師，對於學生在不當行為下所提出的理由較傾向於相信；處於負向心情的情師，對於學生所提的理由則較傾向於不相信；心情處於中性狀態的教師，對於學生針對不當行為所提的理由，相信與不相信的程度沒有顯著差別。研究結果支持研究假設，即教師自身的心情狀態會影響其對於學生的信任。

Teachers tend to think that they can handle students appropriately and objectively. Moreover, teachers think that their trust in students is based on students’ behaviors and is independent on their emotions. However, recent studies have found that emotions or moods may intervene in one’s judgments or decision-making processes. Based on the Affect-as-information Model and the Affect Infusion Model, this study investigated whether the valence of mood among teachers would affect their trust in students in the student misconduct context. Specifically speaking, I conducted an experimental study to examine if teacher trust in students would be enhanced with a positive mood, whereas their trust in students would be lowered with a negative mood. One hundred and fifty-one teachers were recruited to participate in this experiment. Participants were randomly assigned to one of the three mood states (positive vs. negative vs. neutral), which was manipulated by the emotional event-recollection technique. After the mood manipulation, participants were asked to rate each of students’ reasons for common misconduct behaviors is trustworthy or not respectively. Results showed that teachers in the induced positive-mood condition exhibited a tendency toward trusting in students’ reasons for misconduct behaviors, whereas those in the induced negative-mood condition revealed an inclination toward mistrusting in these reasons. Besides, differences in the tendency between trust and mistrust were not significant for those teachers in a neutral mood-state. Findings of this research supported the predictions suggesting that moods may impact teacher trust in students.

中文摘要..................................................i
英文摘要.................................................ii
目錄....................................................iii
表次.................................................... iv
第 一 章 緒論............................................ 1
第 二 章 文獻探討........................................ 2
第一節 師生信任........................................2
第二節 教師心情對學生信任的影響........................4
第三節 心情與決策......................................6
第 三 章 研究方法.........................................9
第一節 前測............................................9
第二節 正式實驗.......................................15
第四章 研究結果..........................................16
第五章 討論..............................................18
參考文獻
西文部分.................................................20
附錄.....................................................24

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