樂觀就不悲觀嗎？樂觀與悲觀的雙向度理論驗證及量表的發展

The Verification and Measurement of the Bi-Dimensional Construct of Optimism-Pessimism

10.7108/PT.200812.0006

吳相儀(Hsiang-Yi Wu)；林耀南(Yao-Nan Lin)；陳學志(Hsueh-Chih Chen)；邱發忠(Fa-Chung Chiu)；徐芝君(Chih-Chun Hsu)

悲觀 ； 樂觀 ； 驗證性因素分析 ； Optimism ； optimism training curriculum ； pessimism

測驗學刊

55卷3期（2008 / 12 / 01）

559 - 589

繁體中文

本研究旨在驗證樂觀與悲觀的雙向度理論，透過發展一套適合國小高年級學童的「兒童樂觀－悲觀雙因子量表」進行驗證性因素分析，接著進行樂觀教學實驗來驗證理論。首先，研究者分析歸納相關理論，將內涵分成「樂觀」、「悲觀」兩大層面、四項內涵，透過量表編製程序，編製出「兒童樂觀－悲觀雙因子量表」，並以驗證性因素分析來支持樂觀與悲觀是雙向度的論點。接著，設計並進行為期六週，每週二節課（80分鐘）的樂觀教學實驗，以新竹市某國小五年級二班共62名學生為實驗組，另二班58名為控制組，進行實驗組／控制組前後測準實驗設計。結果發現：「兒童樂觀－悲觀雙因子量表」具良好之信效度；「兒童樂觀－悲觀雙因子量表」的建構效度，以驗證性因素分析來進行考驗，支持樂觀與悲觀是雙向度的論點，也符合一些學者的研究；樂觀教學實驗能夠立即並持續提升學生的樂觀信念，但是對於悲觀信念未有立即及持續效果，結果支持樂觀和悲觀是雙向度的論點。

The study aimed at verifying the bi-dimensional construct of optimism-pessimism, developing an optimism-pessimism scale for senior students in elementary school, designing an optimism training curriculum, and measuring the students' change on their optimism and pessimism. First, the researchers analyzed relevant theories, categorized them into two dimensions (optimism and pessimism), and developed an optimism-pessimism scale for elementary school students. The construct validity of the scale was provided. Then, a 6-week optimism training curriculum was developed and conducted. The design of nonequivalent pretest-posttest control group, as a quasi-experiment design, was applied to the study. There were totally 62 students in the experiment group and 52 students in the comparison group. The results demonstrated that the construct validity of the optimism-pessimism scale for children conformed to the idea that optimism-pessimism is a bi-dimensional construct. It was also shown that the 6-week optimism training curriculum lifted students' optimism immediately and continuously but had no effect on their pessimism, supporting the idea that optimism-pessimism is a bi-dimensional construct.

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