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題名 正念訓練對國中生自律學習、閱讀行為、 考試焦慮與情緒幸福感之效果
The effect of mindfulness on self-regulation learning, reading behavior, test anxiety and emotional well-being in Junior High School
作者 張涵茹
Chang, Han-Ju
貢獻者 余民寧
張涵茹
Chang, Han-Ju
關鍵詞 正念
正念訓練
自律學習
閱讀行為
考試焦慮
情緒幸福感
Mindfulness
Mindfulness training
Self-regulation learning
Reading behavior
Test anxiety
Emotional well-being
日期 2019
上傳時間 1-Jul-2019 11:07:05 (UTC+8)
摘要 　　本研究目的為探討正念訓練對國中生在自律學習、閱讀行為、考試焦慮與情緒幸福感之效果。為完成上述目的，本研究採準實驗設計法，以106學年度台北市某國中九年級三個班級共73位學生為研究對象，分別為實驗組A（N = 22）、實驗組B（N = 22），及對照組（N = 29）。實驗組於每日午休時間由導師帶領進行10~15分鐘的正念訓練，實驗組A為期14週，實驗組B為期7週，對照組則於同一時間依校方原本規定實施午休活動。資料分析以量化資料為主，輔以活動結束後導師訪談內容作為效果評估。本研究所使用研究工具包含「自律學習量表」、「閱讀行為量表」、「考試焦慮量表」與「情緒幸福感量表」。此外，本研究將蒐集的資料以單因子共變數分析（one-way ANOVA）來考驗研究假設。
　　本研究結果發現如下：
一、在背景變項方面
（一）不同性別國中生在自律學習、考試焦慮及情緒幸福感上無顯著差異。
（二）不同性別國中生在閱讀行為上有顯著差異。
二、在前、後測方面
（一）密集式正念訓練可有效影響國中生的學習表現與情緒感受。
（二）接受14週正念訓練的國中生與對照組在自律學習表現上無顯著差異。
（三）接受14週正念訓練的國中生相較於對照組有較佳的閱讀行為表現。
（四）接受14週正念訓練的國中生相較於對照組有較低的考試焦慮感受，此外，接受14週正念訓練的國中生與接受7週正念訓練的國中生在考試焦慮上有顯著差異。
（五）接受14週正念訓練的國中生與對照組在情緒幸福感上無顯著差異。
　　本研究根據研究結果提出建議，以供國中教學、學習輔導與未來研究之參考。
This study aims to explore the effect of mindfulness intervention on self-regulation learning, reading behavior, test anxiety and emotional well-being. The study conducted a quasi-experimental design. A total of 73 9th Grade students from a junior high school in Taipei city participated as research subjects. They were assigned into the experimental group A (n=22), the experimental group B (n=22) and the control group (n=29). The experimental group was led by the teacher for 10~15 minutes of mindfulness practicing during lunch break every day. The total treatment duration of group A and B was 14 weeks and 7 weeks respectively. While the control group followed the normal schedule of school during the same time. The results of this study showed that: (1) Intensive mindfulness practicing can affect the learning performance and emotion of junior high school students. (2) There was no significant differences in the performance of self-regulation learning between experimental group A and the control group. (3) The experimental group A had better reading behavior than the control group. (4) The experimental group A had lower test anxiety than the control group. In addition, there was a significant difference in test anxiety between experimental group A and experimental group B. (5) There was no significant difference in the emotional well-being between the experimental group A and the control group.
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描述 碩士
國立政治大學
教育學系
106152009
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106152009
資料類型 thesis
dc.contributor.advisor 余民寧zh_TW
dc.contributor.author (Authors) 張涵茹zh_TW
dc.contributor.author (Authors) Chang, Han-Juen_US
dc.creator (作者) 張涵茹zh_TW
dc.creator (作者) Chang, Han-Juen_US
dc.date (日期) 2019en_US
dc.date.accessioned 1-Jul-2019 11:07:05 (UTC+8)-
dc.date.available 1-Jul-2019 11:07:05 (UTC+8)-
dc.date.issued (上傳時間) 1-Jul-2019 11:07:05 (UTC+8)-
dc.identifier (Other Identifiers) G0106152009en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124232-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 106152009zh_TW
dc.description.abstract (摘要) 　　本研究目的為探討正念訓練對國中生在自律學習、閱讀行為、考試焦慮與情緒幸福感之效果。為完成上述目的，本研究採準實驗設計法，以106學年度台北市某國中九年級三個班級共73位學生為研究對象，分別為實驗組A（N = 22）、實驗組B（N = 22），及對照組（N = 29）。實驗組於每日午休時間由導師帶領進行10~15分鐘的正念訓練，實驗組A為期14週，實驗組B為期7週，對照組則於同一時間依校方原本規定實施午休活動。資料分析以量化資料為主，輔以活動結束後導師訪談內容作為效果評估。本研究所使用研究工具包含「自律學習量表」、「閱讀行為量表」、「考試焦慮量表」與「情緒幸福感量表」。此外，本研究將蒐集的資料以單因子共變數分析（one-way ANOVA）來考驗研究假設。
　　本研究結果發現如下：
一、在背景變項方面
（一）不同性別國中生在自律學習、考試焦慮及情緒幸福感上無顯著差異。
（二）不同性別國中生在閱讀行為上有顯著差異。
二、在前、後測方面
（一）密集式正念訓練可有效影響國中生的學習表現與情緒感受。
（二）接受14週正念訓練的國中生與對照組在自律學習表現上無顯著差異。
（三）接受14週正念訓練的國中生相較於對照組有較佳的閱讀行為表現。
（四）接受14週正念訓練的國中生相較於對照組有較低的考試焦慮感受，此外，接受14週正念訓練的國中生與接受7週正念訓練的國中生在考試焦慮上有顯著差異。
（五）接受14週正念訓練的國中生與對照組在情緒幸福感上無顯著差異。
　　本研究根據研究結果提出建議，以供國中教學、學習輔導與未來研究之參考。		zh_TW
dc.description.abstract (摘要) This study aims to explore the effect of mindfulness intervention on self-regulation learning, reading behavior, test anxiety and emotional well-being. The study conducted a quasi-experimental design. A total of 73 9th Grade students from a junior high school in Taipei city participated as research subjects. They were assigned into the experimental group A (n=22), the experimental group B (n=22) and the control group (n=29). The experimental group was led by the teacher for 10~15 minutes of mindfulness practicing during lunch break every day. The total treatment duration of group A and B was 14 weeks and 7 weeks respectively. While the control group followed the normal schedule of school during the same time. The results of this study showed that: (1) Intensive mindfulness practicing can affect the learning performance and emotion of junior high school students. (2) There was no significant differences in the performance of self-regulation learning between experimental group A and the control group. (3) The experimental group A had better reading behavior than the control group. (4) The experimental group A had lower test anxiety than the control group. In addition, there was a significant difference in test anxiety between experimental group A and experimental group B. (5) There was no significant difference in the emotional well-being between the experimental group A and the control group.en_US
dc.description.tableofcontents 目次　　　　　Ⅰ
表目次　　 Ⅲ
圖目次　　　 Ⅵ

第一章　緒論 1
第一節　研究動機與目的 1
第二節　名詞釋義 5

第二章　文獻探討 7
第一節　正念之意涵 7
第二節　正念訓練與自律學習相關研究 10
第三節　正念訓練與閱讀行為相關研究 13
第四節　正念訓練與考試焦慮相關研究 17
第五節　正念訓練與情緒幸福感相關研究 20

第三章　研究方法 25
第一節　研究架構與設計 25
第二節　研究假設 27
第三節　研究對象 27
第四節　研究工具 28
第五節　研究程序 30
第六節　資料分析 31

第四章　研究結果與討論 33
第一節　基本統計分析 33
第二節　正念訓練對國中生自律學習、閱讀行為、考試焦慮與情緒幸福感之效果 35

第五章　研究結論、研究貢獻與建議 45
第一節　研究結論 45
第二節　研究貢獻 47
第三節　建議 48

參考文獻
一、中文部分 51
二、西文部分 54
附錄一　　　　　62		zh_TW
dc.format.extent 5626716 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106152009en_US
dc.subject (關鍵詞) 正念zh_TW
dc.subject (關鍵詞) 正念訓練zh_TW
dc.subject (關鍵詞) 自律學習zh_TW
dc.subject (關鍵詞) 閱讀行為zh_TW
dc.subject (關鍵詞) 考試焦慮zh_TW
dc.subject (關鍵詞) 情緒幸福感zh_TW
dc.subject (關鍵詞) Mindfulnessen_US
dc.subject (關鍵詞) Mindfulness trainingen_US
dc.subject (關鍵詞) Self-regulation learningen_US
dc.subject (關鍵詞) Reading behavioren_US
dc.subject (關鍵詞) Test anxietyen_US
dc.subject (關鍵詞) Emotional well-beingen_US
dc.title (題名) 正念訓練對國中生自律學習、閱讀行為、 考試焦慮與情緒幸福感之效果zh_TW
dc.title (題名) The effect of mindfulness on self-regulation learning, reading behavior, test anxiety and emotional well-being in Junior High Schoolen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU201900027en_US