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|Other Titles:||The Effects of Forgiveness Education Course on Forgiveness Attitude and Well-being of Fifth-grade Students|
Department of Educational Psychology, NTNU
|Abstract:||本研究從正向心理學的寬恕教育對於國小五年級學生進行一系列的寬恕教學，採用準實驗設計輔以學生回饋資料了解學生的學習成效，研究者探討寬恕教育相關文獻，瞭解與寬恕相關的教學活動在教學上的相關性與實際效益。研究樣本取自某國小五年級兩個班的學生，實驗組27 人，控制組30 人，共57 人。先實施「恩萊寬恕量表」和「兒童幸福感量表」前測，再對實驗組班級進行八次的寬恕教學，課程結束後一週，再實施「恩萊寬恕量表」和「兒童幸福感量表」後測。本研究發現：接受過為期四週的寬恕教育課程之實驗組學生，在寬恕態度與幸福感的後測得分上顯著優於接受一般綜合活動課程的對照組學生。學生經由寬恕教育課程可提升幸福感是具體可行的，並且能達到良好的教學成效，而且學生能夠接受寬恕教學的課程安排。最後根據研究結果與發現，提出若干建議以作為教師改進與未來研究之參考。|
This study utilized a quasi-experimental design and students’ feedback to investigate the effectiveness of forgiveness education. A series of positive-psychology-based forgiveness courses were taught to 5th-graders and its effects on students’ forgiveness attitude and well-being were examined. The participants in this study are from two 5th-grade classes in an elementary school. A total 57 students were divided into two groups: an experimental group of 27 students, and a control group of 30 students. We first conducted a pretest using Enright Forgiveness Inventory (EFI) and Children Well-Being Scale, and then we provided eight forgiveness classes to the experimental group. A week after the completion of all classes, we collect post-test data through class observation, research team feedback, learning and feedback sheets for analysis. Students in the experimental group participated in a four-week forgiveness education course, while those in the control group participated in a course with integrated common activities. Results showed that students in the experimental group had higher scores on the forgiveness attitude and well-being post-tests than the students in the control group. Results indicate that enhancing 5th-graders’ well-being through forgiveness education is practical, acceptable, and highly effective. To achieve optimal effectiveness, the teachers should take into account the teaching environment, duration of time, and presence status of students. Based on our results, we further propose several suggestions for teachers’ improvement and future research.
|Appears in Collections:||教育心理學報|
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