Can Savoring Effectively Leverage Instructional Design Imagination? The Mediating Roles of Resilience and Inspiration Through Action

Abstract

This research attempted to explore, based on the broaden–and–build theory of positive emotions, the relationships among high school teachers’ savoring and instructional design imagination, and to verify the mediating effects of resilience and inspiration through action on the aforementioned relationships. Data were collected from 497 high school teachers in Taiwan. PLS-SEM was used to validate the research hypotheses. The results show that: (a) Savoring positively influences instructional design imagination; (b) Resilience has a complementary mediation effect on the relationship between savoring and instructional design imagination; (c) Inspiration through action has a complementary mediation effect on the relationship between savoring and instructional design imagination. Accordingly, this study bears important theoretical and practical implications for the professional development of teachers’ instructional design imagination.