結合桌遊的正向心理健康教育介入對國中生效果研究

Abstract

本研究旨在探討結合桌遊的正向心理健康教育介入對國中生五正效能(正向情緒、正向參與、正向關係、正向意義、正向成就)、四樂行為 (樂動、樂活、樂食、樂眠)、心理健康情形之效果。以準實驗研究設計，選取新北市某國民中學的學生為研究對象，共249人，實驗組128 人、對照組121人。在2024年，實驗組進行前後測及接受結合桌遊之正向心理健康教育介入課程，為期三週共135分鐘，對照組僅實施前後測問卷測量。研究利用廣義估計方程式(Generalized Estimating Equations)進行教育介入成效分析，另透過焦點團體訪談法、課程學習單與五正四樂行為實踐記錄來分析過程評量。研究結果發現結合桌遊的正向心理健康教育介入後，能顯著提升國中生整體之五正效能及正向心理健康。教育介入對於四樂行為的改善未達顯著差異。學生表示教育介入能幫助理解正向心理健康與五正四樂的概念，及學習促進正向心理健康的方法，課程不僅有趣也收穫良多。並有在日常生活中運用多種方式來實踐五正四樂，以提升正向心理健康。本研究建議學校結合校本課程，發展跨領域的正向心理健康教學活動，推動結合桌遊的正向心理健康課程，增強學生五正四樂行為實踐，以提升學生正向心理健康。This study examined the effects of a tabletop games-based positive mental health educational intervention on junior high school students' efficacy and practices related to PERMA (Positive Emotions, Engagement, Relationships, Meaning, Accomplishment) and PLUS (Physical Activity, Leisure Activities, Nutrition, Sleep), as well as their overall mental health. The quasi-experimental study involved 249 junior high school students in New Taipei City, with 128 students in the experimental group and 121 in the control group. In 2024, the experimental group participated in a three-week, 135-minute intervention and completed pre- and post-tests, while the control group only completed the tests. The intervention's effects were analyzed using Generalized Estimating Equations, and process evaluations were conducted through focus group interviews, course learning sheets, and behavior practice records. Results indicated that the tabletop games-based positive mental health educational intervention significantly improved students' efficacy in applying PERMA and enhanced their overall positive mental health. However, the educational intervention did not significantly increase students' practices related to PLUS. Students reported a better understanding of positive mental health concepts and noted that they applied PERMA PLUS in their daily activities to boost their mental health. The study suggests that schools should develop interdisciplinary positive mental health teaching activities and integrate them into school-based curricula. Additionally, implementing tabletop games-based positive mental health programs could enhance students' efficacy and practice of PERMA PLUS, ultimately improving their overall mental health.