正向情緒課程對國中生生活適應及情感狀態效果之研究

Examining an Experimental Emotional Training Course for Junior High School Students

羅婉娥(Wan-E Lo) ； 古明峰(Ming-Feng Guu) ； 曾文志(Wen-Chih Tseng)

《教育心理學報》 44卷3期 (2013/03) Pp. 609-627

https://doi.org/10.6251/BEP.20120411

摘要

現今青少年情緒困擾與行為問題嚴重，一項重要因素為經驗較多的負向情緒，造成負向系統的活化，進而對生活各層面產生負向影響。本研究旨在設計一套提升正向情緒技巧的實驗課程，並檢視其對國中生生活適應的成效。研究對象為桃園縣某國中九年級8個班144名學生，採不等組（實驗組、對照組）前、後及追蹤測之準實驗設計，並以中學生生活適應量表及正向與負向情感量表作為課程成效的評估工具。研究結果顯示，接受過為期六週的正向情緒課程之實驗組學生，在生活適應的後測得分上顯著優於接受一般綜合活動課程的對照組學生；且在教學結束後三週所進行的追蹤測上，實驗組的生活適應仍優於對照組。但情感量表的分析結果顯示，正向情緒課程與一般綜合活動課程對於正向情感的影響並沒有顯著差異，不過實驗組與對照組的情感平衡得分（正向情感減負向情感），則在後測與追蹤測上均有顯著差異。本研究文末提出正向情緒課程在教育上的應用價值與對未來研究的建議。

關鍵字

正向情緒 ； 生活適應 ； 情緒教育 ； 國中生

並列摘要

Emotional disturbances have become a serious problem among adolescents in recent years. Negative emotional patterns generated by negative experiences influence various aspects of the youths' life. In this study, we developed a six-week experimental course using techniques to enhance positive emotions and then measured its effectiveness in improving the emotional intelligence and life-skills of junior high school students. Participants were 144 ninth-grade students at a junior high school in Taoyuan County, Taiwan. They were divided into an experimental group and a control group with pre- and post-tests administered, along with a follow-up test. The effectiveness of the course was evaluated through measures of life adaptability and positive/negative emotions.The students in the experimental group participated in a six-week positive-emotion course, while those in the control group participated in a course with integrated Common activities. Students in the experimental group had higher scores on the life-adaptability post-test than did students in the control group. This pattern of results was similar for the follow-up test three weeks after the conclusion of the courses. However, no significant difference was found on positive emotions measured by the positive/negative emotional scale. Yet, in both the post- and follow-up tests, those in the experimental group had higher scores on emotional balance (positive emotions minus negative emotions). This paper concludes with a discussion of the value this emotional training course has in contemporary education, and offers suggestions for future research.

並列關鍵字

emotional education ； junior high school students ； life adjustment ； positive emotion

參考文獻

杜品儀(2007)。樂觀學習課程方案對國小六年級學童樂觀解釋型態及正向情緒之影響(碩士論文)。國立臺南大學教育學系課程與教學碩士班。

林莉芳(2006)。感恩經驗與目標設定對幸福感效應之研究(碩士論文)。國立屏東教育大學教育心理與輔導學系研究所。

孫郁荃(2007)。現代少年維特的煩惱─談青少年的情緒管理。諮商與輔導。256，14-18。

家扶基金會（2010 年 5 月 14 日）：83%經濟弱勢家庭青少年有情緒困擾問題。取自中華民國內政部全國愛心關懷服務網站： http://wecare.moi.gov.tw/care_content.aspx?data_id=2606，2010 年 6 月 15 日。

徐詠絮（2007 年 1 月 2 日）：學生自殺攀升意外死亡第二名。取自國立教育廣播電臺網站： http://web.ner.gov.tw/culturenews/culture/culture-detail.asp?id=78271，2010 年 3 月 24 日。