幸福感教學對促進大學生正向心理的改變

The Influences of Well-being Instruction on College Students' Positive Thinking

余民寧(Min-Ning YU) ； 陳柏霖(Po-Lin CHEN)

《教育學報》 42卷1期 (2014/06) Pp. 1-26

摘要

本研究旨在探討透過幸福感教學後，學生對於幸福感的認知。研究以個案大學選修「幸福心理學」課程的63位學生為對象，探討在實施幸福感教學後，對其正向心理的改變。藉由本課程幸福感教學與介入方案的記載，學生在「主觀幸福感」、「用心」及「情緒狀態」（包括快樂、不快樂）上均有顯著進步；其次，學生的心理健康狀態，從學期初的「愁善型、幽谷型與滿足型」改變為學期末的「幽谷型、大眾型與滿足型」，說明透過本課程學習，有助於促進學生正向心理的發展。另外，藉由學生所撰寫學期末報告的回饋，本課程有助提升整體學生生活評價及正向未來期待。據此，本研究針對高等教育與未來研究提出建議，以供相關研究者參考與應用。

關鍵字

正向心理 ； 幸福心理學 ； 幸福感教學

並列摘要

This study explored the influences of well-being instruction on college students' positive thinking. The participants of this study were 63 college students who took the course of ＂Psychology of Well-Being＂ in the case university. Results showed that after the intervention, the posttest scores of the participants were significantly higher than their pretest scores in such variables as ＂subjective well-being,＂ ＂mindfulness,＂ and ＂emotional state.＂ Also, students' mental health status has changed from ＂sentimental type, languishing type, and contented type＂ to ＂languishing type, popular type, and contented type.＂ Based on the results, directions of higher education and future research were suggested.

並列關鍵字

positive thinking ； psychology of well-being ； well-being instruction