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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 1-七月-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. 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Contemporary Educational Psychology, 30, 397-417. 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 (作者) 張涵茹 zh_TW dc.contributor.author (作者) Chang, Han-Ju en_US dc.creator (作者) 張涵茹 zh_TW dc.creator (作者) Chang, Han-Ju en_US dc.date (日期) 2019 en_US dc.date.accessioned 1-七月-2019 11:07:05 (UTC+8) - dc.date.available 1-七月-2019 11:07:05 (UTC+8) - dc.date.issued (上傳時間) 1-七月-2019 11:07:05 (UTC+8) - dc.identifier (其他 識別碼) G0106152009 en_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) 106152009 zh_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/#G0106152009 en_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) Mindfulness en_US dc.subject (關鍵詞) Mindfulness training en_US dc.subject (關鍵詞) Self-regulation learning en_US dc.subject (關鍵詞) Reading behavior en_US dc.subject (關鍵詞) Test anxiety en_US dc.subject (關鍵詞) Emotional well-being en_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 School en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部分王永裕（2006）。雲林縣國中、小學生成就目標導向、認知投入、考試焦慮與學業成就之關係研究─以數學領域為例（未出版之碩士論文）。國立彰化師範大學，彰化縣。王素敏（2015）。正念瑜伽認知治療對高焦慮大學生正念、焦慮感和幸福感之效果研究（未出版之碩士論文）。國立臺南大學，台南市。江有（2004）。桃園縣國中生課外閱讀與基本學力測驗成績相關暨差異之研究（未出版之碩士論文）。國立臺灣師範大學，台北市。余民寧（1987）。考試焦慮、成就動機、學習習慣與學業成就之研究（未出版之碩士論文）。國立政治大學，台北市。余民寧（2015）。幸福心理學：從幽谷邁向巔峰之路。台北：心理。余民寧、謝進昌、林士郁、陳柏霖、曾筱婕（2011）。教師主觀幸福感模式建構與驗證之研究。測驗學刊，58（1），55-58。吳茵茵（譯）（2012）。M. 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