生命教育課程對大學生自我概念與生命態度之影響：以「β計畫」為例

Abstract

本研究旨在評估東海大學生命教育課程「β計畫」之實施成效，研究方法採不等組前後測設計，以「中文版田納西自我概念量表（第二版）」與「生命態度剖面圖」作為測量工具，以單因子共變數分析比較組間前後測之得分差異。研究設計分為兩個階段：第一階段研究以自願參加β計畫之34名大學生為實驗組，另選取背景相似之56名大學生為對照組；第二階段研究則將實驗組區分成正式課程組（25名大學生）與非正式課程組（48名大學生），檢測與對照組（66名大學生）三組間的差異。研究結果發現：第一階段研究，實驗組在參與「β計畫」課程後，相較於未參加之對照組，其自我概念與生命態度均有顯著的提升；第二階段研究，非正式課程組在參與「β計畫」課程後，其自我概念與生命態度高於正式課程組與對照組。

This study was designed to assess the effects of a life education program “β project” developed by Tunghai University on the participants, using Tennessee Self-Concept II (Chinese version) and Life Attitude Profile (LAP) as instruments. Two stages of experiments and pretest-posttest nonequivalent groups design were implemented. In the first stage of experiment, treatment group (n = 34) participated in the β project, while the control group (n = 56) did not. In the second stage of experiment, the treatment group was divided into formal class group (n = 25) and informal class group (n = 48), while the control group (n = 66) did not receive the treatment. Self concept and life attitude were measured before and after this program in both experiments. ANCOVA was used to examine the differences between the groups. The results indicated that: (1)In the first experiment, the β project raised treatment group’s self concept and life attitude; (2)In the second experiment, the informal class group’s self concept and life attitude were higher than the other groups after the β project.