正念、課室專注力與考試壓力之關聯性研究─暨正念團體方案之效果評估

本研究旨在探討國中生正念、課室專注力與考試壓力的相關情形，並藉由性別與年級之背景變項，檢視各向度之現況與差異。　　本研究對象以分層立意抽樣方式自臺灣北、中、南與東部等四區公立國民中學，實施問卷調查，有效樣本共768人。研究工具包含修編之「臺灣版五因素正念量表」、「課室專注力量表」與「中學生考試壓力量表」三個部分，所得資料以描述性統計、多變項變異數分析、皮爾森積差相關、多元迴歸分析進行統計考驗。並設計小團體方案，採取準實驗設計，以33位國中生為研究對象，將其分為實驗組與控制組。實驗組成員接受為期八週，每週45分鐘之實驗處理；控制組則不進行任何介入。所有成員於團體前後，皆接受問卷施測。所得的資料以單因子共變數分析進行考驗，以瞭解此團體方案對國中生正念、課室專注力與考試壓力之影響，最後輔以實驗處理中之回饋單做為正念方案實施成效之佐證與補充。　　主要研究結果摘要如下：一、國中生正念程度大致為中等，唯在「不評價」向度上略為不足；國中生具備中上的課室專注力，考試壓力程度為中等。二、國中生知覺之正念程度女性高於男性；在「不評價」向度的正念表現國中一年級高於國中三年級；國中生在課室專注力女性高於男性；考試壓力感受程度女性高於男性。三、正念量表中，除了「不評價」層面與課室專注力量表中各層面呈現顯著負相關外，「覺察」、「描述」、「觀察」及「不反應」層面與課室專注各層面的相關係數皆呈現正相關；國中生課室專注力與考試壓力呈現正相關。四、正念對於課室專注力皆有正向顯著預測力；正念對於考試壓力有正向顯著預測力；課室專注力對於考試壓力有正向顯著預測力。五、小團體方案實驗組與控制組在「正念量表」與「課室專注力量表」的前、後測分數差異皆不顯著，實驗組在「社會期待及社會比較知覺」向度的考試壓力具有顯著效果。　　本研究針對上述結果加以討論，並提出各項建議，以供教育實務工作與後續相關研究之參考。

關鍵字

國中生；正念；課室專注力；考試壓力；正念小團體方案

並列摘要

This research focused on the relationship among mindfulness, course concentration and examination stress of junior high school students. Also, we examine every dimension with the variables of gender and grade. The targets of this research were selected by means of stratified random sampling from the public junior high schools in northern, central, southern and eastern Taiwan, with effective sample of 768 students. We conducted this research with “Taiwanese Version of the Five Facet Mindfulness Questionnaire”, “Concentration Questionnare”, and “Examination Stress Scale for Junior High School Students.” The data we acquired were statistically tested with descriptive statistics, multivariate analysis of variance, pearson product-moment correlation, and multiple regression. Addtionally, we also designed group programs, and use quasi-experimental design. Thirty-three students, divided into treatment and control group, were involved in the focus group. The members of treatment group took an eight weeks, 45-minutes-everyweek group programs, while members of control group were involved in nothing. Every member, regardless of the group they belong to, was asked to complete a questionnaire after and before the experiment. The data we acquired was statistically tested by means of analysis of covariance so that we may understand the influence of mindfulness group program to junior high school students’ mindfulness, course concentration and examination stresses. Eventually, feedback students made during the experiment were also taken as additional proof of effectiveness. The main results of the experiment are abstracted as follow: 1.Junior high school students’s mindfulness is generally medium, however, the dimension of “no judgement” is insufficient. Course concentration is upper intermediate; Examination stress is medium for junior high school students. 2.Female students have higher knowing of mindfulness than male students. Seventh-grade students have higher “no judgement” dimension of mindfulness than ninth-grade students. Additionally, in the dimention of course concentration and examination stress, Female students are higher than male students. 3.In the mindfulness questionnaire,“no judgement” is negatively correlated to course concentration, while “attention and action awareness”, “observation”, “description” and “nonreactive to inner experience” are positively correlated to course concentration. Finally, course concentration is positively correlated to the examination stress. 4.Mindfulness has apparent predictability toward course concentration and examination stress. Course concentration has apparent predictability toward examination stress. 5.The score of treatment and control groups on “Taiwanese Version of the Five Facet Mindfulness Questionnaire” and “the Concentration Questionnaire” is not obviously differentiated between before-experiment and after-experiment test. Nevertheless, treatment group has apparent effects on examination stress of “social expectation and social comparative consciousness” dimension. The research would dicuss the consequences we acqurie from the experiment stated above, making suggestions to assist educational work in the future and providing materials for the future research.