過去少有針對多向度的寬恕構念來進行介入,再加上有學者建議未來介入研究適宜結合感恩與寬恕,故本研究旨在設計一套「感恩融入寬恕課程」並探討其對感恩、寬恕、幸福感、壓力知覺之成效。實驗組為28名大學生,接受為期六周,每周3小時,共計18小時的課程實驗處理,30名控制組大學生則未進行介入處理。研究工具為「GQ-6量表」、「Heartland寬恕量表」、「幸福感量表」、「壓力知覺量表」進行前後測,並以「單元回饋表」、「課程總回饋表」為輔佐資料。研究結果為: 一、「感恩融入寬恕課程」能顯著提升感恩。 二、「感恩融入寬恕課程」能顯著提升寬恕(包括總量表及「寬恕自己」向度),至於「寬恕他人」、「寬恕情勢」二向度則未有效果。 三、「感恩融入寬恕課程」能顯著提升幸福感「總量表」,至於「情緒幸福感」僅有25%的人提升,「社會幸福感」僅有42%的學員提升,而「心理幸福感」未有提升。 四、「感恩融入寬恕課程」能顯著降低53%的學員之壓力知覺。 五、在課程總回饋表中,學員課程前後的改變,有學習實際應用寬恕、情緒與認知上的轉變、增強換位思考及同理。 最後,探討本次課程介入的結果成效,提出理論與實務上的建議。
In the past, there were few interventions for multi-dimension forgiveness, and some scholars suggested that future interventions should be combined with gratitude and forgiveness.The purpose of this study is to design an“integrating gratitude into forgiveness program”for Undergraduate students and to investigate its immediate effects on forgivenes, gratitude, well-being and perceived stress. Moreover, the study is quasi-experimental design. The total number of Kaohsiung students participated is 58. In Experimental group ,28 students went through the 18-hour gratitude program. The others in the control group didn’t undergo any training. The pre- and post-test included four questionnaires: Heartland forgiveness scale, The Gratitude Questionnaire-6, Mental Health Continuum‐Short Form and Perceived Stress Scale. The researcher also analyze feedback questionnaire. The results shows: (1) The program elevates students’ gratitude(2) The program elevates students’ forgiveness, include one dimensions of Heartland forgiveness scale(3) The program elevates students’ well-being, include two dimensions of Mental Health Continuum‐Short Form.(4) The program reduces students’ perceived stress.(5)As for feedback questionnaire, it displays three categories changes on students: cognition, practice and affection. Some concrete suggestions on education, student guidance and research are also provided.