The Relationship between Tutor’s Paternalistic Leadership and Student’s Well-Being: Emotional Regulation Mediating Effect

• Main Authors: LIU,SHU-WEN, 劉淑雯
• Other Authors: WANG,CHENG-HUI
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/7xx54m

碩士 === 大葉大學 === 人力資源暨公共關係學系 === 106 === Tutor’s Paternalistic Leadership is the main topic of the schools. The tutor’s behavior will have a strong impact on the students. The junior high school students is in the situation about mental and physical changing progress, at the same time they have to face the difficult of feature planning. There are a lot of pressure and disturbance around their everyday life. It is hard for them to feel well-being. This study is according to the cognition theory. The tutor’s Paternalistic Leadership has significant and positive effect on student’s emotional stability. Therefore, the researcher comes up with a research hypothesis that the student’s emotional stability and the Paternalistic Leadership from their tutor have a intervening Variable. The study adopts the Survey techniques, and went trough the statistical analysis with Smart PLS 3 and SPSS 18.0.Take all the data and went trough confirmatory factor analysis to analyze the reliability, validity ,and Pearson correlation coefficient.With all the reference, the researcher proceed hypothesis testing. The result is that the tutor’s Paternalistic Leadership has significant and positive effect on student’s Well-Being as well as the student’s emotional stability has significant and positive effect on student’s Well-Being.The conclusion is able to afford the specific and referring method for the tutors of junior high schools to lead their students to a positive living attitude and the raise their Well-Being.