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  • 學位論文

獨居長者邁向正向情緒轉化學習之研究

Transformation learning of solitary elders’ positive emotion

指導教授 : 胡夢鯨
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摘要


本研究旨在探究獨居長者邁向正向情緒轉化學習之研究,具體而言,研究之目的有四: 一、瞭解獨居長者邁向正向情緒轉化學習之歷程。 二、影響獨居長者邁向正向情緒轉化學習歷程的重要事件。 三、瞭解獨居長者如何經由轉化學習歷程其產生正向情緒。 四、提出具體建議以供現在處於獨居長者或未來可能成為獨居長者參考。   本研究採用質性研究方法,以「半結構性深度訪談」的方式,針對三位獨居長者,研究獨居長者邁向正向情緒轉化之學習,發現受訪者獨居長者的共同經驗本質有三個階段,如下: 一、第一階段—學習前的覺察期:獨居長者有負向情緒問題、獨居長者學習主動追求增加知能。 二、第二階段--學習中的反思期:參與社大學習經驗良好、模仿學習他人的經驗、追求生命意義心理獲得滿足、參與學習後達成自我實現、良好人際互動提高生命滿意度。 三、第三階段--學習後的實踐期:提升正向情緒的頻率、更能善用自己長處幫助他人、增進多元思考模式、更加增進人際關係、生活目標、更加了解終身學習的重要性。   獨居長者邁向正向情緒轉化學習的歷程中得出: 一、獨居長者舊的意義結構、思考模式受原生家庭影響 二、獨居長者生活中面臨危機促使轉化學習的開始 三、獨居長者學習是邁向正向情緒轉化的開端 獨居長者經由轉化學習歷程幫助其產生正向情緒: 一、學習有助獨居長者走出封閉與憂鬱迎向歡笑 二、學習可以幫助獨居長者改善人際關係 三、學習可以促使獨居長者生活有目標 四、學習可以瞭解獨居長者終身學習的重要性   最後,基於上述研究結果,也針對獨居長者、終身學習教育機構及未來相關研究等方面提出建議。

並列摘要


The purpose of this research is to study the solitary elders’ transformation learning of positive emotion. More specifically, there are four major objects listed as following: 1. Understand the process of solitary elders’ transformation learning of positive emotion. 2. Discuss the factors related to solitary elders’ transformation learning of positive emotion. 3. Discuss how to improve the capability to maintain the positive emotion. 4. According to the result of this research, some suggestions are provided as references for solitary elders or someone who might be solitary elder in the future. Qualitative research method is applied in this research. The researcher uses the method of‘semi-structured depth interview’ to study positive emotion transformed after learning through three solitary elders. The results are found that solitary elders have common intrinsic experience divided into three stages which are as following: 1. First stage— dawning stage before learning: solitary elders suffer negative emotions. Solitary initiative to pursue learning skills 2. Second stage— reflection stage in learning: obtain good learning experience after attending the Community College. By imitating other experience that to pursue life goals, obtain mental fulfillment. 3. Third stage— practicing stage after learning:enhance the rate of positive emotion, help others though their advantages, improve diversified thinking logics, improve interpersonal relationship, establish life goals and learn lifelong Learning. From the process of solitary elders’ positive emotion transformed after learning, the research results are found out that: 1. The solitary elders’ old structure meaning and thinking logics are influenced by their original families. 2. Facing the crisis in lives prompt solitary elders begin to learn that emotion transform process. 3. Solitary elders towards the beginning of positive emotion transformation after learning. Solitary elders benefit from learning as followings: 1. Not only get rid of he closed world and depression but also have joy. 2. Improve the interpersonal relationship, 3. Establish objectives in their lives. 4. Learn the importance of lifelong Learning. At last, according to the above research result, the researcher provides suggestions for solitary elders, educational institutions of lifelong learning and related studies in this domain.

參考文獻


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