The Moderating Effect of Creative Transformation on the Relationship Between Community College Teachers’ Savoring Traits and Flourishing Life
Author: Po-Lin Chen (Department of Psychology and Counseling, National Taipei University of Education)
Vol.&No.：Vol. 71, No. 1
Date：March 2026
Pages：319-351
DOI：https://doi.org/10.6209/JORIES.202603_71(1).0011
Abstract：
Research Background and Purpose
Community colleges in Taiwan have experienced substantial growth since the establishment of the first institution in Taipei’s Wenshan District in 1998. Currently, 90 community colleges serve over 400,000 students nationwide, fostering a culture of lifelong learning and civic participation. These institutions serve a dual purpose: providing educational opportunities and strengthening community identity while addressing deficiencies in higher education regarding public engagement and critical thinking skills.
Community college teachers face unique challenges compared to their counterparts in formal education. They must accommodate adult learners with diverse backgrounds, integrate public concerns into their teaching, and often lack traditional teacher training. Many have developed expertise through practical experience rather than academic study, with some transitioning from student to teacher roles through mentorship. This distinctive professional development pathway creates a rich context for studying how teachers maintain positive psychological functioning amid challenges.
The primary purposes of this study were to: (1) explore the relationships among community college teachers’ savoring traits, creative transformation, and flourishing life, and (2) examine whether creative transformation moderates the relationship between savoring traits and flourishing life.
Literature Review
Savoring traits represent an individual’s capacity to attend to, appreciate, and enhance positive experiences through cognitive and behavioral strategies. These traits include dampening savoring (strategies that reduce positive emotional intensity), amplifying savoring (strategies that enhance positive emotions), and suffering savoring (a Chinese cultural concept emphasizing the value of experiencing both joy and sorrow).
Creative transformation refers to teachers’ ability to transform theoretical knowledge and personal experiences into educational practice in novel and valuable ways. For community college teachers, this process involves three levels: theoretical learning transformation (internalizing knowledge and values), practical application transformation (implementing knowledge in teaching practices), and teaching resilience transformation (adapting to challenges like enrollment pressures and student diversity).
Flourishing life extends beyond mere happiness to encompass overall life fulfillment. In Chinese cultural contexts, this concept includes five elements: mercifulness-positive emotions, playfulness-engagement, peacefulness-identify meaning, respectfulness-competent requirements, and cheerfulness-optimistic attitude.
Previous research suggests positive correlations between savoring and psychological well-being, and between creativity and life satisfaction, but few studies have examined how creative transformation might moderate the relationship between savoring traits and flourishing life, particularly among community college teachers.
Research Methods
The study employed a mixed survey method, collecting data through both paper and online questionnaires. Participants included 274 community college teachers primarily from northern Taiwan (including Keelung, New Taipei, Taipei, Taoyuan, and Hsinchu). The sample comprised 154 females (56.2%) and 120 males (43.8%), with an average age of 56.3 years and average teaching experience of 8.1 years.
Research instruments
1. Savoring Traits Scale (STS)
The Savoring Traits Scale (STS) was developed by Chen (2021) and uses a 6-point Likert scale to measure three factors: Dampening Savoring (4 items, e.g., “I often remind myself that nothing lasts forever”), Amplifying Savoring (5 items, e.g., “I seek opportunities to share positive experiences with others”), and Suffering Savoring (3 items, e.g., “I believe that experiencing some setbacks in life is not necessarily a bad thing”). Participants responded based on their personal situation using a six-point scale ranging from “1-strongly disagree” to “6-strongly agree,” with higher scores indicating better savoring traits. The Cronbach’s α reliability coefficients for these three factors were .83, .86, and .77 respectively, with a total scale reliability of .91. Confirmatory factor analysis showed acceptable fit indices (χ² = 274.26, df = 51, CFI = .96, NFI = .95, RMSEA = .08), with standardized factor loadings ranging from .58 to .88, all reaching significant levels.
2. Creative Transformation Scale (CTS)
The Creative Transformation Scale (CTS) was developed with reference to Yang’s (2007) items and incorporating interview results from Chen et al. (2021) on community college teachers’ creative transformation. The scale uses a 5-point Likert format to measure three factors: Theoretical Learning Transformation (8 items, e.g., “I integrate theory and practice, adjusting teaching content according to community college local objectives” and “When designing courses, I simultaneously consider community needs, student interests, and innovative teaching activities”). Practical Application Transformation (5 items, e.g., “I actively participate in community college teacher empowerment activities, sharing personal teaching experiences and innovative practices” and “I regularly reflect on the teaching process, transforming community college teaching experiences into motivation for personal professional growth”). Teaching Resilience Transformation (9 items, e.g., “When facing student complaints or dissatisfaction, I maintain a professional attitude and seek constructive problem-solving solutions” and “When students express dissatisfaction with course arrangements, I calmly explain my professional considerations”). Participants rated each item from 1 to 5 points (very inconsistent to very consistent), with higher scores indicating better creative transformation. The Cronbach’s α reliability coefficients for these three factors were .83, .88, and .92 respectively, with a total scale reliability of .93. Confirmatory factor analysis showed acceptable fit indices (χ² = 594.86, df = 206, CFI = .97, NFI = .95, RMSEA = .08), with standardized factor loadings ranging from .55 to .88, all reaching significant levels.
3. Flourishing Life Scale (FLS)
The Flourishing Life Scale (FLS) was developed by Chen and Yu (2018) and uses a 4-point Likert scale ranging from strongly disagree to strongly agree. The scale measures five factors: Mercifulness-Positive Emotions (4 items, e.g., “I feel very happy”). Playfulness-Engagement (4 items, e.g., “I am willing to invest my time and energy in my current work”). Peacefulness-Identity Meaning (5 items, e.g., “I strive to implement the direction and meaning of life”). Respectfulness-Competent Requirements (5 items, e.g., “I know how to use effective methods to successfully complete my current work”). Cheerfulness-Optimistic Attitude (5 items, e.g., “I treat encountered difficulties as life challenges and growth opportunities”). The Cronbach’s α reliability coefficients for these five factors were .86, .89, .92, .86, and .88 respectively, with a total scale reliability of .96. Confirmatory factor analysis showed acceptable fit indices (χ² = 718.22, df = 225, CFI = .98, NFI = .96, RMSEA = .08), with second-order standardized factor loadings ranging from .78 to .91, all reaching significant levels.
Data analysis included correlation analysis to examine relationships among variables and hierarchical regression to assess the moderating effects of creative transformation.
Results
The findings revealed significant positive correlations among all three variables.
Dampening savoring showed a strong correlation with positive emotions (r = .68). Practical application transformation correlated with engagement (r = .77). Suffering savoring correlated with meaning identification (r = .71). Amplifying savoring correlated with optimistic attitude (r = .64).
More importantly, creative transformation demonstrated a significant moderating effect (β = -.11, p < .01) on the relationship between savoring traits and flourishing life. The interaction between savoring traits and creative transformation explained an additional 1% of variance in flourishing life beyond the main effects. The moderation analysis revealed that the positive relationship between savoring traits and flourishing life was stronger for teachers with high levels of creative transformation compared to those with low levels.
Among the three dimensions of creative transformation, teaching resilience showed the strongest moderating effect (β = -.15, p < .001), followed by theoretical learning (β = -.10, p < .05) and practical application (β = -.09, p < .05). These results indicate that the ability to adapt to teaching challenges particularly enhances the positive impact of savoring traits on flourishing life.
Discussion and Implications
This study contributes to understanding the distinctive characteristics of community college teachers and how they achieve psychological well-being. The findings suggest that:
1. Cultural context matters in savoring: The significant correlation between suffering savoring and meaning identification reflects Chinese cultural values that emphasize finding meaning through adversity. This contrasts with Western conceptualizations focused primarily on positive emotion enhancement.
2. Teaching resilience is crucial: The strong moderating effect of teaching resilience transformation highlights the importance of teachers’ ability to adapt to challenges, particularly in non-formal educational settings with diverse student populations.
3. Creative transformation enhances savoring benefits: When teachers can creatively transform their experiences and knowledge, they derive greater well-being benefits from their savoring abilities, creating a synergistic effect.
These findings have important implications for community college teacher development. Professional development programs should integrate both savoring cultivation and creative transformation training. Specifically, teachers should be encouraged to: develop diverse savoring strategies appropriate to Eastern cultural contexts. Cultivate reflective practices and emotional regulation skills. Actively participate in professional growth activities. Build supportive professional networks. Strengthen problem-solving abilities, especially regarding teaching resilience.
Limitations and Future Research
This study focused exclusively on community college teachers and may not generalize to other educational contexts. Future research should extend to other lifelong learning institutions (such as elder learning centers) to examine whether similar patterns exist. Additionally, more in-depth theoretical work is needed to understand the mechanisms underlying the relationships among savoring traits, creative transformation, and flourishing life.
In conclusion, this study highlights the importance of cultivating both savoring traits and creative transformation abilities to enhance community college teachers’ flourishing life, with particular emphasis on developing teaching resilience to navigate the unique challenges of non-formal adult education.
Keywords：community college teachers, savoring traits, creative transformation, flourishing life, moderating effect
《Full Text》
References：方偉育、顏姿吟、連廷嘉（2023）。青少年品味策略量表編製之研究。臺東大學教育學報，34（1），29-64。https://doi.org/10.53106/102711202023063401002
【Fang, W.-Y., Yen, T.-Y., & Lien, T.-C. (2023). Development of an adolescent savoring strategies scale. NTTU Educational Research Journal, 34(1), 29-64. https://doi.org/10.53106/102711202023063401002】
余民寧、陳柏霖、陳玉樺（2018）。巔峰型教師的樣貌：圓滿幸福、知覺工作壓力、靈性幸福感及心理健康之關係。教育心理學報，50（1），1-30。https://doi.org/10.6251/BEP.201809_ 50(1).0001
【Yu, M.-N., Chen, P.-L., & Chen, Y.-H. (2018). What does the flourishing teacher look like? The relationships between flourishing, perceived work stress, spiritual well-being and mental health. Bulletin of Educational Psychology, 50(1), 1-30. https://doi.org/10.6251/BEP.201809_50(1).0001】
李世英（2019）。社區大學教師「教與學」實踐的文本探究。載於中華民國社區教育學會（主編），終身學習的傳承與創新（頁403-424）。師大書苑。
【Lee, S.-Y. (2019). A textual inquiry into community university teachers’ teaching and learning practices. In Chinese Association for Community Education (Ed.), Inheritance and innovation of lifelong learning (pp. 403-424). Lucky Bookstore.】
李新民、陳密桃（2006）。實用智能、緣分信念與心理健康、工作表現之相關：以幼兒教師為例。中華心理學刊，48（2），183-202。https://doi.org/10.6129/CJP.2006.4802.05
【Lee, H.-M., & Chen, M.-T. (2006). The potential association among elementary school teachers’ the relationship among practical intelligence, yuarn-feng beliefs, mental health and job performance for the preschool teachers. Chinese Journal of Psychology, 48(2), 183-202. https://doi.org/10.6129/CJP.2006.4802.05】
李新民、陳密桃（2007）。融入式生命教育課程對在職幼兒教師心理幸福感之提升效果。課程與教學，10（4），123-140。https://doi.org/10.6384/CIQ.200710.0123
【Lee, H.-M., & Chen, M.-T. (2007). The effects of infusion life education curriculum on in-service preschool teachers’ psychological well-being. Curriculum & Instruction Quarterly, 10(4), 123-140. https://doi.org/10. 6384/CIQ.200710.0123】
» More
一、中文文獻
方偉育、顏姿吟、連廷嘉（2023）。青少年品味策略量表編製之研究。臺東大學教育學報，34（1），29-64。https://doi.org/10.53106/102711202023063401002
【Fang, W.-Y., Yen, T.-Y., & Lien, T.-C. (2023). Development of an adolescent savoring strategies scale. NTTU Educational Research Journal, 34(1), 29-64. https://doi.org/10.53106/102711202023063401002】
余民寧、陳柏霖、陳玉樺（2018）。巔峰型教師的樣貌：圓滿幸福、知覺工作壓力、靈性幸福感及心理健康之關係。教育心理學報，50（1），1-30。https://doi.org/10.6251/BEP.201809_ 50(1).0001
【Yu, M.-N., Chen, P.-L., & Chen, Y.-H. (2018). What does the flourishing teacher look like? The relationships between flourishing, perceived work stress, spiritual well-being and mental health. Bulletin of Educational Psychology, 50(1), 1-30. https://doi.org/10.6251/BEP.201809_50(1).0001】
李世英（2019）。社區大學教師「教與學」實踐的文本探究。載於中華民國社區教育學會（主編），終身學習的傳承與創新（頁403-424）。師大書苑。
【Lee, S.-Y. (2019). A textual inquiry into community university teachers’ teaching and learning practices. In Chinese Association for Community Education (Ed.), Inheritance and innovation of lifelong learning (pp. 403-424). Lucky Bookstore.】
李新民、陳密桃（2006）。實用智能、緣分信念與心理健康、工作表現之相關：以幼兒教師為例。中華心理學刊，48（2），183-202。https://doi.org/10.6129/CJP.2006.4802.05
【Lee, H.-M., & Chen, M.-T. (2006). The potential association among elementary school teachers’ the relationship among practical intelligence, yuarn-feng beliefs, mental health and job performance for the preschool teachers. Chinese Journal of Psychology, 48(2), 183-202. https://doi.org/10.6129/CJP.2006.4802.05】
李新民、陳密桃（2007）。融入式生命教育課程對在職幼兒教師心理幸福感之提升效果。課程與教學，10（4），123-140。https://doi.org/10.6384/CIQ.200710.0123
【Lee, H.-M., & Chen, M.-T. (2007). The effects of infusion life education curriculum on in-service preschool teachers’ psychological well-being. Curriculum & Instruction Quarterly, 10(4), 123-140. https://doi.org/10. 6384/CIQ.200710.0123】
李新民、鄭博真（2014）。國小教師品味能力對創新行為的影響：以組織創新氣氛為調節變項。華醫社會人文學報，30，21-46。
【Lee, H.-M., & Cheng, P.-C. (2014). The impact of elementary school teachers’ savoring ability on innovative behavior: Organizational innovative climate as a moderator. Journal of Healthcare and Social Humanities of CHC, 30, 21-46.】
林偉文（2008）。峰迴路轉又一村：教師的創造性轉化。載於呂金燮等人，華人教養之道：若水（頁163-184）。心理。
【Lin, W.-W. (2008). Another village after winding roads: Teachers’ creative transformation. In J.-S. Lu et al., Chinese way of nurturing: Like water (pp. 163-184). Psychological.】
林曉君（2009）。國民中學教師樂觀、悲觀、玩興、工作紀律、教學內在動機與教學創造性轉化之關係（未出版之碩士論文）。國立政治大學。
【Lin, H.-C. (2009). The relationships among optimism, pessimism, playfulness, work discipline, intrinsic teaching motivation and creative teaching transformation of junior high school teachers [Unpublished master’s thesis]. National Chengchi University.】
苗元江、潘瓊翼、朱曉紅（2012）。品味—積極心理學新視角。中小學心理健康教育，15，4-7。
【Miao, Y.-J., Pan, Q.-Y., & Zhu, X.-H. (2012). Savor– A new perspective on positive psychology. Mental Health Education in Primary and Secondary School, 15, 4-7.】
高旭繁（2013）。通往華人幸福之路：性格特質與文化價值的雙重作用。本土心理學研究，39，165-214。https://doi.org/10.6254/2013.39.165
【Kao, H.-F. (2013). The path to Chinese happiness: Dual effects of personality traits and cultural values. Indigenous Psychological Research in Chinese Societies, 39, 165-214. https://doi.org/10.6254/2013.39.165】
張德永（1999）。我國社區學院的定位與規劃建議。成人教育學刊，3，57-81。
【Chang, T.-Y. (1999). The positioning and planning suggestions for community colleges in Taiwan. Journal of Adult Education, 3, 57-81.】
張德永（2001）。社區大學：理論與實踐。師大書苑。
【Chang, T.-Y. (2001). Community university: Theory and practice. Lucky Bookstore.】
張德永（2013）。社區大學課程規劃與實施的新觀點：以成人教育課程理論作為分析架構。教育科學研究期刊，58（2），1-24。
【Chang, T.-Y. (2013). New perspectives on curriculum planning and implementation in community universities: Using adult education curriculum theory as an analytical framework. Journal of Research in Education Sciences, 58(2), 1-24.】
張德永（2015）。社區大學教師專業發展與課程設計及教學知能之研究（I）（MOST103- 2410-H003-032）。國立臺灣師範大學。
【Chang, T.-Y. (2015). A study on teacher professional development, curriculum design and teaching competence in community colleges (I) (MOST103-2410-H003-032). National Taiwan Normal University.】
陳巧倫（2017）。社區大學教師專業發展之探究。臺灣教育評論月刊，6（8），168-171。
【Chen, C.-L. (2017). An inquiry into community university teachers’ professional development. Taiwan Educational Review Monthly, 6(8), 168-171.】
陳怡文（2004）。轉化性知識份子與教育實踐─以社區大學教師為例的質性研究（未出版之碩士論文）。國立政治大學。
【Chen, Y.-W. (2004). Transformative intellectuals and educational practice: A qualitative study of community college teachers [Unpublished master’s thesis]. National Chengchi University.】
陳泓旗（2017）。社區大學教師教學魅力之研究。成人及終身教育學刊，29，43-81。https://doi.org/10.3966/181880012017120029002
【Chen, H.-C. (2017). A study on teaching charisma of community university teachers. Journal of Adult and Lifelong Education, 29, 43-81. https://doi.org/10.3966/181880012017120029002】
陳柏霖（2018）。以全心學習為中介角色：僑生與本地生的生活目標與品味之關係。教育與心理研究，41（2），29-58。https://doi.org/10.3966/102498852018064102002
【Chen, P.-L. (2018). Mindful learning as a mediator: The relationship between life goals and savoring among overseas Chinese and domestic students. Journal of Education & Psychology, 41(2), 29-58. https://doi.org/10. 3966/102498852018064102002】
陳柏霖（2021）。以品味與七福─圓滿人生為中介：高齡者參與宗教活動與憂鬱情緒之關係。教育與心理研究，44（1），69-103。https://doi.org/10.3966/102498852021034401003
【Chen, P.-L. (2021). Savoring and well-being as mediators: The relationship between religious activities and depressive symptoms among older adults. Journal of Education & Psychology, 44(1), 69-103. https://doi.org/ 10.3966/102498852021034401003】
陳柏霖（2022a）。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。教育心理學報，53（3），587-616。https://doi.org/10.6251/BEP.202203_53(3).0004
【Chen, P.-L. (2022a). Using savoring strategies as moderators: The relationship between savoring beliefs and flourishing life among junior high school novice and experienced teachers. Bulletin of Educational Psychology, 53(3), 587-616. https://doi.org/10.6251/BEP.202203_53(3).0004】
陳柏霖（2022b）。以心理韌性為中介角色：社區大學學員恆毅力與巔峰幸福之關係。教育與心理研究，45（3），1-30。https://doi.org/10.53106/102498852022094503001
【Chen, P.-L. (2022b). Resilience as a mediator roles: The Relationships between grit and flourishing for community colleges students. Journal of Education & Psychology, 45(3), 1-30. https://doi.org/10.53106/1024988520220 94503001】
陳柏霖、余民寧（2017）。享受生活片刻的能力：用心學習、品味能力及圓滿人生之關係。教育與心理研究，40（1），57-86。https://doi.org/10.3966/102498852017034001003
【Chen, P.-L., & Yu, M.-N. (2017). The ability to enjoy life moments: The relationships among mindful learning, savoring capacity and flourishing life. Journal of Education & Psychology, 40(1), 57-86. https://doi.org/10. 3966/102498852017034001003】
陳柏霖、余民寧（2018）。圓滿人生量表測量恆等性考驗及其不同成年期之差異。教育學刊，50，69-109。https://doi.org/10.3966/156335272018060050003
【Chen, P.-L., & Yu, M.-N. (2018). Testing measurement invariance of flourishing life scale and its differences across different adult periods. Journal of Education, 50, 69-109. https://doi.org/10.3966/156335272018060050003】
陳柏霖、洪兆祥、余民寧（2019）。成年早期與中期樣貌：全心學習、情緒創造、品味能力及圓滿人生之模型建構和其差異比較。教育科學研究期刊，64（4），221-253。https://doi.org/10. 6209/JORIES.201912_64(4).0008
【Chen, P.-L., Hung, C.-H., & Yu, M.-N. (2019). Early and middle adulthood profiles: Model construction and comparison of mindful learning, emotional creativity, savoring capacity and well-being. Journal of Research in Education Sciences, 64(4), 221-253. https://doi.org/10.6209/JORIES.201912_64(4).0008】
陳柏霖、曾慶祺、李宥融、劉桂珍（2021，10月）。社區大學教師創造性轉化與教學實踐。未來教育：教育公平、卓越與效能國際學術研討會，臺北市，臺灣。
【Chen, P.-L., Tseng, C.-C., Lee, Y.-J., & Liu, G.-Z. (2021, October). Creative transformation and teaching practice of community university teachers [Paper presentedation]. International Conference on Future Education: Educational Equity, Excellence and Effectiveness, National Taiwan Normal University, Taipei, Taiwan.】
陳蕙芬、林偉文（2021）。教學工藝師初探：師資生創造性轉化個案研究。創造學刊，12（2），1-31。
【Chen, H.-F., & Lin, W.-W. (2021). A preliminary exploration of teaching craftsmen: A case study on the creative transformation. Journal of Chinese Creativity, 12(2), 1-31.】
陸洛、楊國樞（2005）。社會取向與個人取向的自我實現：概念分析與實徵初探。本土心理學研究，23，3-69。
【Lu, L., & Yang, K.-S. (2005). Social-oriented and individual-oriented self-actualization: Conceptual analysis and empirical assessment. Indigenous Psychological Research in Chinese Societies, 23, 3-69.】
黃儒傑（2024）。國中教師探究教學、品味教學與教學創新之研究。教育研究與發展期刊，20（4），1-42。https://doi.org/10.6925/SCJ.202412_20(4).0001
【Huang, J.-J. (2024). A study on inquiry teaching, aesthetic teaching and teaching innovation of junior high school teachers. Journal of Educational Research and Development, 20(4), 1-42. https://doi.org/10.6925/SCJ. 202412_20(4).0001】
楊智先（2007）。教師社群互動、工作希望感受與創造性轉化之關係：量化模式建構與典範案例分析（未出版之博士論文）。國立政治大學。
【Yang, C.-H. (2007). The relationship among teachers’ community interaction, work-related hope, and creative transformation: A model construction and case analysis [Unpublished doctoral dissertation]. National Chengchi University.】
詹志禹（2003）。課程創新與教師的自我創化—系統演化的觀點。教育資料集刊，28，145-173。
【Chan, J. C.-Y. (2003). Curriculum innovation and teacher’s autopoiese in professional development: Evolutionary systems approach. Bulletin of Educational Resources and Research, 28, 145-173.】
蔡秉勳、林緯倫、林烘煜（2013）。心情對了，創意就來了—情緒對發散性思考與頓悟問題解決的不同影響。教育心理學報，45（1），19-38。https://doi.org/10.6251/BEP.20121116
【Tsai, P.-H., Lin, W.-L., & Lin, H.-Y. (2013). When mood goes right, creativity strikes: The differential effects of mood on divergent thinking and insight problem solving. Bulletin of Educational Psychology, 45(1), 19-38. https://doi.org/10.6251/BEP.20121116】
蕭佳純（2017）。國小學童正向情緒與創造力關聯之研究：以創造力傾向及創意自我效能為中介變項。教育研究與發展期刊，13（4），57-84。https://doi.org/10.3966/181665042017121304 003
【Hsiao, C.-C. (2017). A study on the relationship between positive emotions and creativity of elementary school students: The mediating effects of creative tendency and creative self-efficacy. Journal of Educational Research and Development, 13(4), 57-84. https://doi.org/10.3966/181665042017121304003】
蕭佳純（2022）。創意自我效能、工作價值觀對教師創造力教學影響之研究：專業學習社群與教師信任的跨層次分析。教育科學研究期刊，67（1），255-289。https://doi.org/10.6209/ JORIES.202203_67(1).0009
【Hsiao, C.-C. (2022). Effects of creative self-efficacy and work value on creative teaching: A cross-level analysis of professional learning communities and teachers’ trust. Journal of Research in Education Sciences, 67(1), 255-289. https://doi.org/10.6209/JORIES.202203_67(1).0009】
Palmer, P. J.（2009）。教學的勇氣─探索教師生命的內在視界（藍雲、陳世佳，譯）。心理。（原著出版於1998年）
【Palmer, P. J. (2009). The courage to teach: Exploring the inner landscape of a teacher’s life (W. Lan & S.-J. Chen, Trans.). Psychological. (Original work published 1998)】
二、外文文獻
Adams-Price, C. E., Nadorff, D. K., Morse, L. W., Davis, K. T., & Stearns, M. A. (2017). The creative benefits scale. The International Journal of Aging and Human Development, 86, 242-265. https://doi.org/10.1177/0091415017699939
Androshchuk, I., Balakhtar, V., Balakhtar, K., & Oleshko, P. (2020). Creativity as a factor in the psychological well-being of teachers of higher educational institutions. The New Educational Review, 60, 191-202. https://doi.org/10.15804/tner.2020.60.2.15
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73-79. https://doi. org/10.1037/1931-3896.1.2.73
Bryant, F. B. (1989). A four-factor model of perceived control: Avoiding, coping, obtaining, and savoring. Journal of Personality, 57(4), 773-797. https://doi.org/10.1111/j.1467-6494.1989. tb00494.x
Bryant, F. B. (2003). Savoring beliefs inventory (SBI): A scale for measuring beliefs about savoring. Journal of Mental Health, 12(2), 175-196. https://doi.org/10.1080/0963823031000103489
Bryant, F. B., & Veroff, J. (2007). Savoring: A new model of positive experience. Lawrence Erlbaum.
Bryant, F. B., Smart, C. M., & King, S. P. (2005). Using the past to enhance the present: Boosting happiness through positive reminiscence. Journal of Happiness Studies, 6(3), 227-260. https://doi.org/10.1007/s10902-005-3889-4
Darkenwald, G. G., & Merriam, S. B. (1982). Adult education: Foundations of practice. Harper & Row.
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2009). New measures of well-being: Flourishing and positive and negative feelings. Social Indicators Research, 39, 247-266.
Diržytė, A., Kačerauskas, T., & Perminas, A. (2021). Associations between happiness, attitudes towards creativity and self-reported creativity in Lithuanian youth sample. Thinking Skills and Creativity, 40, 1-10. https://doi.org/10.1016/j.tsc.2021.100826
Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Philosophical Transactions of the Royal Society B, 359, 1367-1378. https://doi.org/10.1098/rstb.2004.1512
Huppert, F. A., & So, T. T. C. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social Indictor Research, 110, 837-861.
Hurley, D. B., & Kwon, P. (2012). Results of a study to increase savoring the moment: Differential impact on positive and negative outcomes. Journal of Happiness Studies, 13(4), 579-588. https://doi.org/10.1007/s10902-011-9280-8
Jose, P. E., Bryant, F. B., & Macaskill, E. (2020). Savor now and also reap the rewards later: Amplifying savoring predicts greater uplift frequency over time. The Journal of Positive Psychology, 16(6), 738-748. https://doi.org/10.1080/17439760.2020.1805504
Jose, P. E., Lim, B. T., & Bryant, F. B. (2012). Does savoring increase happiness? A daily diary study. Journal of Positive Psychology, 7, 176-187. https://doi.org/10.1080/17439760.2012.671345
King, L. A., Hicks, J. A., Krull, J. L., & Del Gaiso, A. K. (2006). Positive affect and the experience of meaning in life. Journal of Personality and Social Psychology, 90(1), 179-196. https://doi. org/10.1037/0022-3514.90.1.179
Mosley-Johnson, E., Garacci, E., Wagner, N., Mendez, C., Williams, J. S., & Egede, L. E. (2019). Assessing the relationship between adverse childhood experiences and life satisfaction, psychological well-being, and social well-being: United States longitudinal cohort 1995-2014. Quality of Life Research, 28, 907-914. https://doi.org/10.1007/s11136-018-2054-6
Peyvastegar, M. (2010). Relationship between creativity and subjective well-being. International Journal of Behavioral Sciences, 4, 207-213.
Quoidbach, J., & Dunn, E. W. (2010). Personality neglect: The unforeseen impact of personal dispositions on emotional life. Psychological Science, 21(12), 1783-1786. https://doi.org/ 10.1177/0956797610388816
Ruch, W., Proyer, R. T., Harzer, C., Park, N., Peterson, C., & Seligman, M. E. (2010). Values in action inventory of strengths (VIA-IS): Adaptation and validation of the German version and the development of a peer-rating form. Journal of Individual Differences, 31, 138. https://doi.org/10.1027/1614-0001/a000022
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free.
Seligman, M. E. P., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy. American Psychologist, 61(8), 774-788. https://doi.org/10.1037/0003-066X.61.8.774
Smith, J. L., & Bryant, F. B. (2017). Savoring and well-being: Mapping the cognitive-emotional terrain of the happy mind. In M. D. Robinson & M. Eid (Eds.), The happy mind: Cognitive contributions to well-being (pp. 139-156). Springer. https://doi.org/10.1007/978-3-319-58763- 9_8
Smith, J. L., & Hollinger-Smith, L. (2015). Savoring, resilience, and psychological well-being in older adults. Aging and Mental Health, 19(3), 192-200. https://doi.org/10.1080/13607863.2014. 986647
Smith, J. L., Bihary, J. G., O’Connor, D., Basic, A., & O’Brien, C. J. (2019). Impact of savoring ability on the relationship between older adults’ activity engagement and well-being. Journal of Applied Gerontology., 39(3), 323-331. https://doi.org/10.1177/0733464819871876
Smith, J. L., Harrison, P. R., Kurtz, J. L., & Bryant, F. B. (2014). Nurturing the capacity to savor: Interventions to enhance the enjoyment of positive experiences. In A. C. Parks & S. M. Schueller (Eds.), The Wiley Blackwell handbook of positive psychological interventions (pp. 42-65). Wiley Blackwell. https://doi.org/10.1002/9781118315927.ch3
Tan, C. S., Tan, S.-A., Mohd Hashim, I. H., Lee, M. N., Ong, A. W. H., & Yaacob, S. nor B. (2019). Problem-solving ability and stress mediate the relationship between creativity and happiness. Creativity Research Journal, 31, 15-25. https://doi.org/10.1080/10400419.2019.1568155