國民小學學生正念、專注力與學習態度關係之研究

本研究旨在瞭解正念、專注力與學習態度關係之研究，一方面欲得知三者之現況，另方面更探討專注力是否在正念與學習態度之間扮演中介角色。本研究針對新竹市683位國民小學學生進行問卷調查，研究工具包含正念量表、專注力量表和學習態度量表，所得資料主要以描述統計、Bootstrap及結構方程模式進行資料分析。本研究主要發現：一、正念、專注力與學習態度之現況呈現中高度知覺；二、正念、專注力與學習態度三者間有顯著相關；三、就直接效果而言，正念對學習態度具有正向影響，以中介效果視之，正念可透過專注力的中介作用，間接提升對學習態度的影響。最後，依據研究結果建議學生需凝聚同儕力量，建構完整知識，激發學習潛能；學校要強化行政支持，提供增能管道，促進孩童學習興趣；教師藉由團隊合作，促進教學活動，提供學習彈性空間；善用專注力的中介作用，促進學生的學習態度。另方面在未來研究中，期盼能用不同向度的正念內涵進行深究，再者可加入其他中介變項與之模式討論，同時透過縱貫性研究、實驗介入等設計，將時間因素納入考量，洞悉其三者相關的交互作用。

關鍵字

正念；專注力；學習態度；結構方程模式

並列摘要

The main purpose of this study was investigate the relationships among mindfulness, concentration, and learning attitude. This study was to understanding their current status. Also, examined the relationship between mindfulness and learning attitude by the condition of concentration. A survey was used to gather responses from a sample of 683 elementary school’s students in Hsinchu. Three related questionnaires were used to measure the major variables, including mindfulness questionnaire, concentration questionnaire, and learning attitude questionnaire. The data were analyzed by using descriptive statistics, bootstrap, and structural equation modeling(SEM). The main findings were as follows: (1) In current status, mindfulness, concentration, and learning attitude were high-mediate. (2) There were significant correlations among mindfulness, concentration, and learning attitude. (3) The consequence form a direcred-effects model showed mindfulness had an impact in learning attitude. The consequence from a mediated-effects model indicated that concentration did indirect promote the effect of learning attitude. Based on the conclusions, it is suggest that students need to cooperate their peers, try to build complete knowledge and stimulate learning potential; The school have to strengthen administrative support, provides more learning opportunities for teacher, and then promote student’s learning interest; Teachers collaborate to promote teaching activities, and then provide flexible learning space; Make good use of intermediary role of concentration to promote students’ learning attitude. On the other hand, in the future research, it can use different direction of mindful connotation for further study. In addition to other intervening variables can be discussed with the model. The third, to consider the timing of the study. It can use different research to conduct. For instance, longitudinal research, experimental intervention research to insight into the three related interactions.