研究動機：WHO指出各國的自殺相關行為及憂鬱有年輕化趨勢。研究發現若缺乏有效的壓力因應能力易導致負向心理狀態。過去研究多探討與因應相關的因素，較少透過「介入研究」了解是否能提升學童的壓力因應能力。研究目的：(1)發展適用於提升國小四、五年級學童壓力因應能力之正向心理學教學活動；(2)探討正向心理學教學活動之成效；(3)分析正向心理學教學活動對提升不同校別、性別、年級別國小學童壓力因應能力之成效差異。研究方法：本研究採準實驗設計，選取台中市某兩所國小之四、五?級學生為研究對象，實驗組及對照組分別於校內選取各兩班，最後同意參與、完成教學活動及問卷調查（包含前測、一週內及一個月後測共三次）分別為97人和90人。實驗組進?為期四週（每週40分鐘）的教學活動；對照組僅進行該班例行課程，但考量研究倫理，於一個月後測問卷調查結束後，進行相同的教學活動。本研究使用重複測量變異數分析（Repeated measures ANOVA）探討介入之立即與延宕效果。研究結果：(1)本教學活動對提升實驗組學童（尤其是五年級學童）之「正向思考」因應能力具有?即與延宕效果；(2)本教學活動對提升實驗組男學童之「正向思考」和「整體」因應能力具有延宕效果；(3)關於整體教學活動的評價，73.19%的實驗組學童表示此課程對於提升他們的壓力因應能力具有幫助。結論：有效的介入教學活動，能促進學童學習有效的因應策略，進而提升其壓力因應能力，使其勇於面對挑戰。
Background: World Health Organization (WHO) indicates that the suicidal behaviors and depression among young people are a recent and growing problem in many countries . The lack of the efficient stress coping skills would lead to negative mood. Previous studies were mainly focused on the related factors of stress and coping, while research on exploring the effectiveness of were insufficient.
The pruposes of the study were: (1) to develop a positive psychology program for 4th and 5th graders. (2) to investigate the effectiveness of this positive psychology program. (3) to analyze the results by school, gender and grade.
Methods: Participants were selected from 4th and 5th graders in two primary schools located in Taichung City. Our research adopted a quasi-experimental design by choosing two sets of experimental and control groups from each school individually. The number of people who agree to participate in the program and completed all questionnaires (including pre-test, one-week post-test, and one-month post-test) was 97 for one school and 90 for the other one. Experimental groups attended four weeks (40 minutes per week) of positive psychology courses while control groups only maintain their routine class schedule. Nevertheless, considering the research ethics, control groups attended the same positive psychology courses after completing all questionnaires. This research used the repeated measures ANOVA to discuss the short-term and long-term effects of the intervention.
Results: (1) The program can enhance children’s ability to use “positive thinking” to deal with their stress, especially for 5th graders (had both short-term and long-term effects); (2) The program can enhance children’s ability to use “positive thinking” and overall coping abilities, especially for male children (had a long-term effect). (3) About the evaluation for the program, 73.19% of the participants in experimental groups claimed that the positive psychology courses were able to increase their stress coping ability.
Conclusion: An effective positive psychology program may facilitate children to learn useful coping strategies to increase their stress coping abilities and have the courage to face the challenge.
