正向心理學課程對國中生心理健康影響之研究

Abstract

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。

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.