正向情緒課程對國中生生活適應及情感狀態效果之研究

Examining an Experimental Emotional Training Course for Junior High School Students

10.6251/BEP.20120411

羅婉娥(Wan-E Lo)；古明峰(Ming-Feng Guu)；曾文志(Wen-Chih Tseng)

正向情緒 ； 生活適應 ； 情緒教育 ； 國中生 ； emotional education ； junior high school students ； life adjustment ； positive emotion

教育心理學報

44卷3期（2013 / 03 / 01）

609 - 627

繁體中文

現今青少年情緒困擾與行為問題嚴重，一項重要因素為經驗較多的負向情緒，造成負向系統的活化，進而對生活各層面產生負向影響。本研究旨在設計一套提升正向情緒技巧的實驗課程，並檢視其對國中生生活適應的成效。研究對象為桃園縣某國中九年級8個班144名學生，採不等組（實驗組、對照組）前、後及追蹤測之準實驗設計，並以中學生生活適應量表及正向與負向情感量表作為課程成效的評估工具。研究結果顯示，接受過為期六週的正向情緒課程之實驗組學生，在生活適應的後測得分上顯著優於接受一般綜合活動課程的對照組學生；且在教學結束後三週所進行的追蹤測上，實驗組的生活適應仍優於對照組。但情感量表的分析結果顯示，正向情緒課程與一般綜合活動課程對於正向情感的影響並沒有顯著差異，不過實驗組與對照組的情感平衡得分（正向情感減負向情感），則在後測與追蹤測上均有顯著差異。本研究文末提出正向情緒課程在教育上的應用價值與對未來研究的建議。

Emotional disturbances have become a serious problem among adolescents in recent years. Negative emotional patterns generated by negative experiences influence various aspects of the youths' life. In this study, we developed a six-week experimental course using techniques to enhance positive emotions and then measured its effectiveness in improving the emotional intelligence and life-skills of junior high school students. Participants were 144 ninth-grade students at a junior high school in Taoyuan County, Taiwan. They were divided into an experimental group and a control group with pre- and post-tests administered, along with a follow-up test. The effectiveness of the course was evaluated through measures of life adaptability and positive/negative emotions.The students in the experimental group participated in a six-week positive-emotion course, while those in the control group participated in a course with integrated Common activities. Students in the experimental group had higher scores on the life-adaptability post-test than did students in the control group. This pattern of results was similar for the follow-up test three weeks after the conclusion of the courses. However, no significant difference was found on positive emotions measured by the positive/negative emotional scale. Yet, in both the post- and follow-up tests, those in the experimental group had higher scores on emotional balance (positive emotions minus negative emotions). This paper concludes with a discussion of the value this emotional training course has in contemporary education, and offers suggestions for future research.

1. 孫郁荃(2007)。現代少年維特的煩惱─談青少年的情緒管理。諮商與輔導，256，14-18。
   連結：
2. 常雅珍、毛國楠(2006)。以正向心理學建構情意教育之行動研究。師大學報，51，121-146。
   連結：
3. Moskowitz, J. T. (2009). Cultivating positive emotion to enhance health . Osher Center for Integrative Medicine. Retrieved March 2, 2011, from http://www.osher.ucsf.edu/newsletter/Spring09/positiveemotion.html
4. 徐詠絮（2007 年 1 月 2 日）：學生自殺攀升意外死亡第二名。取自國立教育廣播電臺網站： http://web.ner.gov.tw/culturenews/culture/culture-detail.asp?id=78271，2010 年 3 月 24 日。
5. 家扶基金會（2010 年 5 月 14 日）：83%經濟弱勢家庭青少年有情緒困擾問題。取自中華民國內政部全國愛心關懷服務網站： http://wecare.moi.gov.tw/care_content.aspx?data_id=2606，2010 年 6 月 15 日。
6. UCSF Osher Center (2010). Can positive emotion reduce the impact of stress in teens? Osher Center for Integrative Medicine. Retrieved February 28, 2011, from http://www.osher.ucsf.edu/newsletter/Spring10/research.html
7. Cohen, S.,Pressman, S. D.(2006).Positive affect and health.Current Directions in Psychological Science,15,122-125.
8. Emmons, R. A.,McCullough, M. E.(2003).Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life.Journal of Personality and Social Psychology,84(2),377-389.
9. Falkenstern, M.,Schiffrin, H. H.,Nelson, S. K.,Ford, L.,Keyser, C.(2009).Mood over matter: Can happiness be your undoing?.The Journal of Positive Psychology,4(5),365-371.
10. Folkman, S.(2008).The case for positive emotions in the stress process.Anxity, Stress, and Coping,21(1),3-14.
11. Folkman, S.(Ed.)(2011).Oxford Handbook of Stress, Health, and Coping.New York, NY:Oxford University Press.
12. Folkman, S.,Moskowitz, J. T.(2000).Stress, positive emotion, and coping.American Psychological Society,9(4),115-118.
13. Fredrickson, B. L.(1998).What good are positive emotions?.Review of General Psychology,2(3),300-319.
14. Fredrickson, B. L.(2004).The broaden-and-build theory of positive emotions.Phil. Trans. R. Soc. Lon, .B,359,1367-1377.
15. Fredrickson, B. L.(2000).Cultivating positive emotions to optimize health and wellbeing.Prevention and Treatment,3
16. Fredrickson, B. L.(2001).The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.American Psychologist,2,300-319.
17. Fredrickson, B. L.(2003).The value of positive emotion.American Scientist,91,330-335.
18. Fredrickson, B. L.,Cohn, M. A.,Coffey, K. A.,Pek, J.,Finkel, S. M.(2008).Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources.Journal of Personality and Social Psychology,95(5),1045-1062.
19. Fredrickson, B. L.,Joiner, T.(2002).Positive emotions trigger upward spirals toward emotional well-being.Psychological Science,13,172-175.
20. Fredrickson, B. L.,Losada, M. F.(2005).Positive affect and complex dynamics of human flourishing.American Psychologist,60(7),678-686.
21. Joiner, T. E., Jr.,Pettit, J. W.,Perez, M.,Burns, A. B.,Gencoz, T.,Gencoz, F.,Rudd, M. D.(2001).Can positive emotion influence problem-solving attitudes among suicidal adults?.Professional Psychology: Research and Practice,32(5),507-512.
22. King, L. A.(2001).The health benefits of writing about life goals.Personality and Social Psychology Bulletin,27,798-807.
23. Lewandowski, G. W., Jr.(2009).Promoting positive emotions following relationship dissolution through writing.The Journal of Positive Psychology,4(1),21-31.
24. Lopez, S. J.(Ed.),Snyder, C. R.(Ed.)(2009).Oxford handbook of positive psychology.New York, NY:Oxford University Press.
25. Lopez, S. J.(Ed.),Snyder, C. R.(Ed.)(2009).Oxford handbook of positive psychology.New York , NY:Oxford University Press.
26. Lyubomirsky, S.,King, L.,Diener, E.(2005).The benefits of frequent positive affect: Does happiness lead to success?.Psychological Bulletin,131(6),803-855.
27. Masahiro, M.,Taeko, Y.,Tsuyoshi, N.,Toshihiro, K.,Hideki, O.(2008).Psychological and physiological responses accompanying positive emotions elicited on seeing favorite persons.The Journal of Positive Psychology,3(3),192-201.
28. Mauss, I. B.,Shallcross, A. J.,Troy, A. S.,John, O. P.,Ferrer, E.,Wilhelm, F. H.,Gross, J. J.(2011).Don't hide your happiness! Positive emotion dissociation, social connectedness, and psychological functioning.Journal of Personality and Social Psychology
29. Moskowitz, J. T.,Folkman, S.,Acree, M.(2003).Do positive psychological states shed light on recovery from bereavement? Finding from a 3-year longitudinal study.Death Studies,27,471-500.
30. Ong, A. D.,Edwards, L. M.(2008).Positive affect and adjustment to perceived racism.Journal of Social and Clinical Psychology,27(2),105-126.
31. Peters, M. L.,Flink, I. K.,Boersma, K.,Linton, S.(2010).Manipulating optimism: Can imagining a best possible self be used to increase positive future expectancies?.The Journal of Positive Psychology,5(1),204-211.
32. Pressman, S. D.,Cohen, S.(2005).Does positive affect influence health?.Psychological Bulletin,131,925-971.
33. Salovey, P.,Rothman, A. J.,Detweiler, J. B.,Steward, W. T.(2000).Emotional states and physical health.American Psychologist,55(1),110-121.
34. Seligman, M. E. P.(2002).Authentic happiness.New York, NY:Free Press.
35. Seligman, M. E. P.,Ernst, R. M.,Gillham, K. R.,Reivich, K.,Linkins, M.(2009).Positive education: Positive psychology and classroom interventions.Oxford Review of Education,35(3),293-311.
36. Seligman, M. E. P.,Steen, T. A.,Park, N.,Peterson, C.(2005).Positive psychology progress: Empirical validation of interventions.American Psychologist,60(5),410-421.
37. Sheldon, K. M.,Lyubommirsky, S.(2006).How to increase and sustain positive emotion: The effect of expressing gratitude and visualizing best possible selves.The Journal of Positive Psychology,1,73-82.
38. Watson, D.,Clark, L. A.,Tellegen, A.(1988).Development and validation of brief measures of positive and negative affect: The PANAS scales.Journal of Personality and Social Psychology,54(6),1063-1070.
39. Yamasaki, K.,Uchida, K.,Katsuma, R.(2009).An intervention study of the effects of the coping stategy of "finding positive meaning" on positive affect and health.International Journal of Psychology,44(4),249-256.
40. 杜品儀(2007)。碩士論文(碩士論文)。國立臺南大學教育學系課程與教學碩士班。
41. 林莉芳(2006)。碩士論文(碩士論文)。國立屏東教育大學教育心理與輔導學系研究所。
42. 洪蘭譯(2009)。真實的快樂。台北:遠流。
43. 張倪禎(2009)。碩士論文(碩士論文)。樹德科技大學兒童與家庭服務系。
44. 陳李綢、蔡順良(2009)。中學生生活適應量表─指導手冊。台北:心理。
45. 曾文志(2010)。走過正向心理學的第一個十年─正向心理學在教育上的應用 1。師友，513，62-66。
46. 曾文志(2010)。讓心流提升孩子的經驗品質。師友，518，74-79。
47. 曾文志(2010)。正向心理學在教育上的應用 2。師友，514，40-45。
48. 曾文志(2010)。讓正向情緒擴展與建構孩子的未來。師友，517，62-67。
49. 黃靖茹(2009)。談青少年的情緒教育。教師之友，50(4)，38-44。
50. 葉靜瑜(2008)。碩士論文(碩士論文)。國立臺南大學教育學系。
51. 藍乙琳(2007)。情緒管理停、看、聽。諮商與輔導，259，34-36。

1. 陳伊琳(2014)。品格長處與德行在促成個體幸福／快樂中的角色：評介M. E. P. Seligman著《Authentic Happiness》。教育資料與研究，115，253-278。
2. 黃國光、張家銘、林明哲、王貞畬(2013)。嘉義縣社區發展協會中高齡者休閒活動參與動機及生活適應發展之相關性研究。運動休閒管理學報，10(4)，98-113。
3. 賴協志(2020)。國民中學校長教學領導、導師正向管教與班級經營效能關係之研究。課程與教學，23(1)，217-247。
4. 林育陞(2020)。國小學童正向情緒培養的課程建構之探討－正向心理學觀點。諮商與輔導，415，9-13。
5. 劉開文,張嘉妤,呂佳珍(2019)。產品幸福感的情緒因素。設計學研究，22(1)，41-59。
6. 劉玉玲(2017)。運用舞蹈治療概念提升國中生情緒知能之研究—Vico理念的實踐。中華輔導與諮商學報，48，137-172。
7. 潘秋燕、張弘勳(2017)。台南市國中生情緒管理之研究。學校行政，108，155-182。
8. 佘永吉、甘敏郁(2017)。臺北市國中階段肢體障礙及腦性麻痺學生自我概念與生活適應之研究。特殊教育與復健學報，33，1-28。
9. 溫卓謀、章勝傑(2018)。通識海洋冒險體驗課程參與者情緒經驗之研究。通識學刊:理念與實務，6(1)，39-77。
10. 楊錦登,梁進龍,崔新玲,吳和堂(2021)。海峽兩岸大學生求意義的意志、心流與心理幸福感之關係：中介與多群組的分析。教育心理學報，53(2)，335-358。
11. (2024)。品德教育涉及的「敬畏」初探：又敬又畏？。應用倫理評論，76，77-103。
12. (2024)。書目療法與金門縣國中教師之職場情緒困擾。圖書資訊學研究，18(2)，49-81。