正向心理學課程對國中生心理健康影響之研究

Influence on Junior High School Students' Mental Health ─ Curriculum Based on Positive Psychology

林範孺

指導教授 ： 陳李綢 ； 張景媛

國立臺灣師範大學/教育學院/教育心理與輔導學系在職進修碩士班/碩士(2011年)

摘要

本研究主要目的在設計一套以正向心理學為內涵之課程，探討該課程對國中生心理健康之影響效果。研究方法採取不等組前後測準實驗設計，以新北市某國中58名七年級學生為研究對象，實驗組共28名學生，控制組共30名學生，實驗組接受為期十一週，每週一節課（45分鐘），共十一節課（共495分鐘）的正向心理學課程，控制組則接受原綜合活動課程。
本研究以自編之「心理健康量表」為量化資料的評量工具，於實驗課程進行前與進行後分別進行前、後測，所得資料以單因子共變數分析進行統計處理，並分析「課程單元學習單」、「課程總回饋表」、「教學省思札記」及「學生訪談大綱」為質性的輔佐資料以深入瞭解教學實驗之效果。研究結果如下：
一、正向心理學課程具有可行性。
二、正向心理學課程有助於提升國中生整體心理健康，包括「同儕互動」、「師生關係」及「環境滿意度」層面，但無法有效提升國中生「情緒穩定」及「自我悅納」層面。
三、實驗組學生對正向心理學課程的看法持正向且肯定的態度，喜歡多元化的教學內容與活潑的教學方式。
四、實驗組學生認為此課程能幫助國中生適應國中生活。
最後研究者根據研究結果加以討論，並提出具體建議，以作為未來學校教育及相關研究之參考。

關鍵字

正向心理學 ； 心理健康

並列摘要

The purpose was, based on positive psychology, to design a curriculum which was suitable for junior high school students, and furthermore, to investigate the effects of the curriculum on students' mental health. The design of nonequivalent pretest-posttest control group, as quasi-experimental design was applied to the study. The subjects of this study were two groups of seventh graders from one public junior high school in New Taipei City. There were 28 students of experimental group, and 30 students of control group. The experimental group had 11 sections of curriculum based on positive psychology in 11 weeks, one section (45 minutes) per week, while the control group had original integrative activities curriculum.
The quantitative instruments utilized to examine the effects of this study were "Mental Health Inventory," administered before and at the end of the 11-week curriculum. The collected data were analyzed by one-way ANCOVA. The qualitative data, including worksheets for each unit, feedback questionnaires, teacher's reflective journals, and interview with the subjects, were analyzed to examine the effects of the curriculum. The findings were as follows:
1. The curriculum based on positive psychology is feasible.
2. The curriculum based on positive psychology could improve junior high school students' 3 aspects of mental health, including peer interaction, teacher-student relation, and environmental satisfaction. However, there's no help with the other two aspects: emotional stability and self assurance.
3. Students in experimental group had positive and affirmative attitude toward the curriculum based on positive psychology, in favor of the diversity and pleasure in the teaching materials.
4. Students in experimental group considered the curriculum could adjust themselves to their school life.
Finally, the researcher also discussed the result and accordingly provided suggestions for further development of education and relative researches.

並列關鍵字

Positive Psychology ； mental health

參考文獻

周淑卿（2002）。教師與學生在課程發展歷程中的處境--系統論與概念重建論的觀點。教育研究集刊，48，133-151。

施建彬（2004）。大學新生心理健康及其相關因素探討，大葉學報，13（2）， 109-117。

徐秋碧（2007）。正向情緒輔導方案對生活適應困擾國小學童之情緒智力、生活適應與幸福感之輔導效果研究。（未出版之碩士論文）。國立新竹師範學院，新竹市。

常雅珍(2004)。激發心靈潛能-以正向心理學內涵建構情意教育課程之研究。（未出版之碩士論文）。國立臺灣師範大學，臺北市。

常雅珍(2006)。以正向心理學建構情意教育之行動研究。臺灣師範大學學報， 51(2)，121-146。