國中情緒教育課程對學生執行功能、認知彈性、情緒智力、生活滿意之效果研究

Abstract

本研究旨在探討國中情緒教育課程對執行功能、情緒智力、生活滿意之效果。本研究以準實驗法對國中二年級學生進行為期6週的國中情緒教育課程，研究參與者，實驗組為某國中兩個班級的8年級學生，共55人（31男24女）；對照組為同一所國中8年級另外兩個班級學生共59人（32男27女）。實驗組班級於每週一節課的綜合活動領域輔導課程時間，進行6週情緒教育課程；對照組則於同樣時間進行其他主題之綜合活動領域輔導課程。研究工具使用「Cold-Hot Simon Task」執行功能平板電子化測驗、「認知彈性量表」、「情緒智力量表」和「生活滿意度量表」。本研究以單因子共變數分析檢驗研究假設，研究結果顯示實驗組在Cold-Hot Simon Task平板電子化測驗中的「冷抑制」、「熱抑制」及「彈性」指標無顯著提升效果，但在認知彈性量表表現、情緒智力量表表現、生活滿意度量表表現上皆呈現顯著提升的效果。最後，研究者依據研究結果針對未來進行執行功能訓練研究與教學實務提出建議。The purpose of this study is to explore the effects of the emotional education courses on executive function, emotional intelligence, and life satisfaction in eighth grades of junior high school students. In this study, the quasi-experimental method was used to perform eighth grades of junior high school students for six-week emotional education course experiment. The emotional education course experimental group of 55 people, and the general counseling activity course control group consisted of 59 people. The research tools used the “Cold-Hot Simon Task” executive function tablet electronic test which developed and adapted by Chen Hsueh-Chih professor's research team, the “Cognitive Flexibility Inventory,” the “Emotional Intelligence Scale” and the “Life Satisfaction Scale” to evaluate students’ performance in executive function and emotional intelligence and life satisfaction after emotional education course. Dependent one-way analysis of covariance is used to analyze the obtained data. The results show that “Junior high school emotional education course” has no significant effect on the “cold inhibition,” the “hot inhibition” and the “flexibility” in executive functions. Nevertherless, it has a significant effect on improving cognitive flexibility performance, emotional intelligence performance and life satisfaction performance.Finally, the researchers discussed based on the research results, and put forward practical recommendations for future executive function training as a reference for related research.