正向心理學介入對幸福與憂鬱效果之後設分析

Effects of Positive Psychology Interventions on Well-Being and Depression: A Meta-Analysis

陳景花(Jing-Hua Chen) ； 余民寧(Min-Ning Yu)

《教育心理學報》 50卷4期 (2019/06) Pp. 551-585

https://doi.org/10.6251/BEP.201906_50(4).0001

摘要

近年來，由於正向心理學持續的蓬勃發展，相關研究受到世界各地的研究學者所關注；關於正向心理學介入研究的整體效果評估，目前有兩篇後設分析論文已經發表，一篇是Sin與Lyubomirsky（2009）的研究（1977－2008），另一篇則是Bolier等人（2013）的研究（1998－2012）。因此，為了解正向心理學介入對幸福與憂鬱效果後續發展情形，本研究將接續Bolier等人（2013）的研究，研究時間界定為2013－2017年，共納入47篇期刊論文（48項研究），實驗組6143人，控制組4509人。研究結果發現：（1）正向心理學介入對於增進幸福感與減緩憂鬱症狀，具有低度至中度之間的正向效果，且有持續性的效果。（2）調節變項以介入時間、介入方式、年齡層次、招募方式、招募類別、樣本特徵、學生類別、控制條件及不同語言發表論文，顯著影響正向心理學介入效果。基於研究結論，本研究分別以（1）正向心理學介入研究成果推廣，（2）教育實務應用，以及（3）未來研究方向，提出研究建議。

關鍵字

正向心理學介入 ； 幸福 ； 後設分析 ； 憂鬱

並列摘要

Positive psychology research has been developing continuously for the past few years and has become a focus of research attention worldwide. The effects of positive psychology interventions have been examined by Sin and Lyubomirsky (2009; 1977-2008) and Bolier et al. (2013; 1998-2012). The purpose of this study was to explore the effects of positive psychology interventions on well-being and depression. The study time was defined as 2013-2017. The present study undertook a systematic literature search using the PerioPath Index to the Taiwan Periodical Literature System, the China National Knowledge Infrastructure, ProQuest, Scopus, Web of Science, and Google Scholar. A total of 47 articles describing 48 studies met the criteria for inclusion. The studies concerned a total of 10,652 participants, 4,509 of which were in control groups. Primary outcomes were subjective well-being, psychological well-being, and depression. Positive psychology interventions included individual interventions and group training. Recruitment was conducted both online and offline. Positive psychology interventions that were used were gratitude interventions, strengths interventions, forgiveness interventions, engagement and flow interventions, savoring interventions, and meaning-oriented interventions. The results revealed that (1) the effect size of the fixed effect model was 0.309 for subjective well-being, 0.451 for psychological well-being, and 0.376 for depression. Positive psychology interventions had a low to moderate positive effect. At follow-up from 1 to 6 months, the effect size was still significant for subjective well-being and depression, indicating that the effects were fairly sustainable. Additionally, the results revealed that (2) moderators were intervention time, intervention methods, age level, recruitment method, recruitment category, sample characteristics, student category, control group treatment conditions, and different languages, all of which had a significant influence on subjective well-being, psychological well-being, and depression. Moreover, indications regarding literature collection, publication bias, and cultural differences were found, and the quality of the studies varied widely. The results of the meta-analysis indicated that positive psychology interventions were effective for the enhancement of subjective well-being and psychological well-being as well as for reducing depression symptoms. Finally, according to the conclusions, suggestions for positive psychology intervention research, educational practice, and future research are proposed.

並列關鍵字

Depression ； Meta-analysis ； Positive psychology interventions ； Well-being

參考文獻

王露蓉、吳艷平、伍媚春、劉晶（2015）。團體心理輔導對高職護生感恩意識的干預效應研究。全科護理，13（5），473-474。[Wang, L. R., Wu, Y. P., Wu, M. C., & Liu, J. (2015). The effects of group psychological counseling interventions on the gratitude awareness of high vocational nursing students. Chinese Jeneral Practice Nursing, 13(5), 473-474.]

江偉、王淑燕（2016）。大學生積極心理素質教育的干預研究－以淮北師范大學為例。淮北師范大學學報（哲學社會科學版哲學社會科學版哲學社會科學版），37（4），118-121。[Jiang, W., & Wang, S. Y. (2016). Interventions on college students’ positive psychological quality education-The example of Huaibei Normal University. Journal of Huaibei Normal University (Philosophy and Social Sciences), 37(4), 118-121.]

余民寧（2015）。幸福心理學－從幽谷邁向巔峰之路從幽谷邁向巔峰之路。台北：心理出版社。[Yu, M. N. (2015). Well-being psychology: From glen to the peak. Taipei: Psychological Publishing.]

吳相儀、辛昱融、陳琬云、簡晉龍、鍾昆原（2017）。感恩課程對大學生感恩、幸福感與復原力影響之研究。教育心理學報， 教育心理學報，49（1），23-41。[Wu, H. Y., Hsin, Y. Z., Chien, C. L., Jone, K. Y., & Chen, W. Y. (2017). Effects of gratitude program on gratitude, well-being and resilience of undergraduate students. Bulletin of Educational Psychology, 49(1), 23-41]

李茂能（2015）。傳統整合分析理論與實務： 傳統整合分析理論與實務：ESS & EXCEL。臺北：五南出版。[Lee, M. N. (2015). Traditional integrated analysis theory and practice: ESS & EXCEL. Taipei: Wu-Nan Book Inc.]