题名

正向心理學介入對幸福與憂鬱效果之後設分析

并列篇名

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

DOI

10.6251/BEP.201906_50(4).0001

作者

陳景花(Jing-Hua Chen)；余民寧(Min-Ning Yu)

关键词

正向心理學介入 ； 幸福 ； 後設分析 ； 憂鬱 ； Depression ； Meta-analysis ； Positive psychology interventions ； Well-being

期刊名称

教育心理學報

卷期/出版年月

50卷4期（2019 / 06 / 01）

页次

551 - 585

内容语文

繁體中文
中文摘要

近年來，由於正向心理學持續的蓬勃發展，相關研究受到世界各地的研究學者所關注；關於正向心理學介入研究的整體效果評估，目前有兩篇後設分析論文已經發表，一篇是Sin與Lyubomirsky（2009）的研究（1977－2008），另一篇則是Bolier等人（2013）的研究（1998－2012）。因此，為了解正向心理學介入對幸福與憂鬱效果後續發展情形，本研究將接續Bolier等人（2013）的研究，研究時間界定為2013－2017年，共納入47篇期刊論文（48項研究），實驗組6143人，控制組4509人。研究結果發現：（1）正向心理學介入對於增進幸福感與減緩憂鬱症狀，具有低度至中度之間的正向效果，且有持續性的效果。（2）調節變項以介入時間、介入方式、年齡層次、招募方式、招募類別、樣本特徵、學生類別、控制條件及不同語言發表論文，顯著影響正向心理學介入效果。基於研究結論，本研究分別以（1）正向心理學介入研究成果推廣，（2）教育實務應用，以及（3）未來研究方向，提出研究建議。
英文摘要

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.
主题分类 社會科學 > 心理學
社會科學 > 教育學
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被引用次数
  1. 陳景花(2020)。正向心理學應用於運動研究之文獻計量分析。臺灣運動心理學報，20(2)，45-72。
  2. 李品慧(2020)。正向心理學應用於老人團體。諮商與輔導，420，2-6+44。
  3. 劉書瑜,黃宗堅,張晨光(2023)。親職化與心理健康結果相關性之三層級後設分析。教育心理學報，55(1)，75-102。
  4. 歐陽惠玲,陳惠珍(2021)。敘說幼兒園教師專業學習社群之發展歷程－以教學卓越金質獎之能源國小附設幼兒園為例。師資培育與教師專業發展期刊，14(1)，115-143。
  5. 熊師瑤,余民寧(2023)。To Stay or Not to Stay？軍校生恆毅力影響與預測效果分析。教育心理學報，54(4)，917-944。
  6. 楊高騰,粘瑞狄,張育愷,念裕祥,吳聰義,吳治翰(2020)。正念、正念訓練與心理健康：預設模式網絡之觀點。教育心理學報，52(1)，219-240。
  7. 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。
  8. (2019)。陷落與攀升：一位畫家憂鬱症狀的發展脈絡與療癒歷程之研究。東臺灣特殊教育學報，21，105-124。
  9. (2020)。老人相互關懷正向心理學介入方案對社區照顧關懷據點老人主觀幸福感與憂鬱的影響。樹德科技大學學報，22(1)，111-127。
  10. (2020)。臺灣教育心理學教科書馬斯洛需求層次論內容分析研究。臺東大學教育學報，31(2)，137-157。
  11. (2021)。臺灣近二十年來性教育介入成效之統合分析研究。教育學刊，57，127-172。
  12. (2022)。高齡者幸福感影響因素之性別差異研究：靈性健康中介效果的分析。教育與心理研究，45(3)，31-62。
  13. (2024)。臺灣熟齡者參與正向藝術治療團體經驗之探究。教育心理學報，56(1)，159-190。
  14. (2024)。正向心理健康BMI（友善—情緒—認同）團體輔導之種子師資培訓課程成效研究。教育心理學報，55(4)，819-845。
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