正向心理學介入對幸福與憂鬱效果之後設分析

陳景花; 余民寧

doi:10.6251/BEP.201906_50(4).0001

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来源数据

P551 - 585

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.6251/BEP

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正向心理学介入对幸福与忧郁效果之後设分析

Effects of Positive Psychology Interventions on Well-Being and Depression: A Meta-Analysis

陈景花(Jing-Hua Chen) ；余民宁(Min-Ning Yu)

教育心理学报； 50 卷 4 期 (2019 / 06 / 01) ， P551 - 585

繁体中文 DOI： 10.6251/BEP.201906_50(4).0001

正向心理学介入；幸福；後设分析；忧郁； Depression ； Meta-analysis ； Positive psychology interventions ； Well-being

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摘要 │ 参考文献 (124) │ 被引用文献 (14) │ 国际计量

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Positive psychology research has been developing continuously for the past few years and has become a focus of research attention worldwide. The effects of positive psychology interventions have been examined by Sin and Lyubomirsky (2009; 1977-2008) and Bolier et al. (2013; 1998-2012). The purpose of this study was to explore the effects of positive psychology interventions on well-being and depression. The study time was defined as 2013-2017. The present study undertook a systematic literature search using the PerioPath Index to the Taiwan Periodical Literature System, the China National Knowledge Infrastructure, ProQuest, Scopus, Web of Science, and Google Scholar. A total of 47 articles describing 48 studies met the criteria for inclusion. The studies concerned a total of 10,652 participants, 4,509 of which were in control groups. Primary outcomes were subjective well-being, psychological well-being, and depression. Positive psychology interventions included individual interventions and group training. Recruitment was conducted both online and offline. Positive psychology interventions that were used were gratitude interventions, strengths interventions, forgiveness interventions, engagement and flow interventions, savoring interventions, and meaning-oriented interventions. The results revealed that (1) the effect size of the fixed effect model was 0.309 for subjective well-being, 0.451 for psychological well-being, and 0.376 for depression. Positive psychology interventions had a low to moderate positive effect. At follow-up from 1 to 6 months, the effect size was still significant for subjective well-being and depression, indicating that the effects were fairly sustainable. Additionally, the results revealed that (2) moderators were intervention time, intervention methods, age level, recruitment method, recruitment category, sample characteristics, student category, control group treatment conditions, and different languages, all of which had a significant influence on subjective well-being, psychological well-being, and depression. Moreover, indications regarding literature collection, publication bias, and cultural differences were found, and the quality of the studies varied widely. The results of the meta-analysis indicated that positive psychology interventions were effective for the enhancement of subjective well-being and psychological well-being as well as for reducing depression symptoms. Finally, according to the conclusions, suggestions for positive psychology intervention research, educational practice, and future research are proposed.

参考文献 ( 124 ) 〈TOP〉

吴相仪, H. Y.,辛昱融, Y. Z.,陈琬云, C. L.,简晋龙, K. Y.,锺昆原, W. Y.(2017)。感恩课程对大学生感恩、幸福感与复原力影响之研究。教育心理学报，49(1)，23-41。
连结：
陈景花, J. H.,余民宁, M. N.(2018)。正念在台湾学校的影响：系统性回顾及後设分析。中华辅导与谘商学报，51，84-121。
连结：
Alleva, J.,Roelofs, J.,Voncken, M.,Meevissen, Y.,Alberts, H.(2014).On the relation between mindfulness and depressive symptoms: Rumination as a possible mediator.Mindfulness,5,72-79.
Antoine, P.,Dauvier, B.,Andreotti, E.,Congard, A.(2018).Individual differences in the effects of a positive psychology intervention: Applied psychology.Personality and Individual Differences,122,140-147.
APA(2010).Publication manual of the American Psychological Association.Washington, DC:American Psychological Association.

被引用文献 ( 14 ) 〈TOP〉

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