減悲/增樂教學方案對國小高年級學童悲觀/樂觀信念、憂鬱及焦慮之影響
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2008
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本研究主要目的在設計一套適合國小高年級學童之減低悲觀教學方案及比較增加樂觀教學方案，探討該課程對國小高年級學生悲觀/樂觀信念、憂鬱及焦慮之效果。以台北市某國小五年級共86名學生為研究對象，兩班為實驗組共59人；一班為控制組共27人，實驗組接受為期八週，每週二節課（80分鐘），共計640分鐘的教學方案處理，第一階段實驗處理為實驗組一先實施減低悲觀教學方案，實驗組二則先實施增加樂觀教學方案；第二階段實驗處理則為實驗組一實施增加樂觀教學方案，實驗組二則進行減低悲觀教學方案；控制組則未接受任何實驗教學方案處理。
本研究以「兒童樂觀-悲觀雙因子量表」、「貝氏兒童組合量表第二版憂鬱、焦慮分量表」為量化資料的評量工具，於第一階段實驗處理後進行中測，第二階段實驗處理後再進行後測，所得資料以獨立樣本單因子共變數分析進行統計處理，並分析「單元回饋表」、「課程總回饋表」、「學生訪談問卷」及「教師省思札記」為輔佐資料，以瞭解本研究方案介入的效果。主要發現如下：
一、減低悲觀教學方案設計過程切合教學目標並填補研究之缺口。
二、減低悲觀教學方案的教學符合學生學習需求。
三、本教學方案能降低學生部分的悲觀信念及憂鬱、提升學生部分樂觀信念：
1.教學方案能提升學生「對正向結果抱持自信」的樂觀信念。
2.教學方案能減低學生「負向預期且懷疑自我」的悲觀信念。
3.教學方案對於學生樂觀信念中的「有毅力地追求目標」與悲觀信念中的「半途而廢」未有效果。
4.驗證樂觀與悲觀是雙向度的論點。
5.悲觀特質需長時間蘊釀，改變方能見效。
6.二套教學方案應相輔相成，融合運用。
四、本教學方案能降低國小高年級學生的憂鬱及焦慮。
五、實驗組學生對減低悲觀和增加樂觀教學方案皆採正向態度，對於各單元均有很高的滿意度、普遍非常喜歡教學方案並認為對個人有幫助、主觀自評改變則以認知與情意方面居多。
最後，根據本研究結果加以討論，並提出未來教育和輔導以及研究上的具體建議，以做為後續教育輔導及未來研究的參考。
The purposes of this study were to design a decreasing pessimism teaching program comparing to an increasing optimism teaching program for 5th grade students and to investigate its effects on students’ pessimistic/optimistic beliefs depression and anxiety. There were totally 86 students from an elementary school in Taipei participating in this study, 59 of which were assigned to the experimental group and 27 of which to the control group. Students in the experimental group went through the 640-min. teaching program for 8 weeks, 80 min. per week, while those in the control group didn’t experience any experimental teaching. Otherwise, the optimism teaching program experimental group divided into two groups; the first experimental group applied a decreasing pessimism teaching program for 4 weeks and the second experimental group applied an increasing optimism teaching program at the same 4 weeks. After going through 4 weeks, the experimental groups exchange the two teaching programs for another 4 weeks. The quantitative instruments utilized to examine the effects of the teaching were “Children’s Optimistic-Pessimistic Beliefs Inventory”.“BDI-Y”and“BANI-Y” The collected data were analyzed with one-way ANCOVA. The qualitative data including “feedback questionnaires”, “interview data from students”, “interview data from teachers”, and “teacher’s reflective journals” were also analyzed to examine the effects of the training. The findings were presented as the following. 1. The design process of the decreasing pessimism teaching program is rigorous. 2.“The Decreasing Pessimism Teaching Program”could be applied to the students’ learning needs. 3. The decreasing pessimism teaching program elevated students’ pessimistic beliefs、depression and to promote part of the students’ optimism beliefs: (1)The teaching program promotes students “to be confident on positive outcomes.” (2)The teaching program lowers students “negative expectation and self-doubt.” (3)The teaching program didn’t influence students “to pursue their goals perseveringly” nor “quitting in the middle of the way”. (4)The study supported the argument that optimism and pessimism are bipolar. (5)The characteristic of pessimism needs continuously to develop and the effects will be obvious. (6)The two teaching programs should apply together and integrate with each other. 4.The decreasing pessimism teaching/increasing optimism teaching program could decrease the high graders’ depression and anxiety in primary school. 5.Students in the experimental groups took positive attitude toward the teaching.They not only were satisfied with every unit of the training but also enjoyed the training, considered it helpful, and subjectively believed that the training changed them cognitively and affectively. The forgoing results were discussed at the latter part of this study. Some concrete suggestions on education, student guidance and research were also provided.
The purposes of this study were to design a decreasing pessimism teaching program comparing to an increasing optimism teaching program for 5th grade students and to investigate its effects on students’ pessimistic/optimistic beliefs depression and anxiety. There were totally 86 students from an elementary school in Taipei participating in this study, 59 of which were assigned to the experimental group and 27 of which to the control group. Students in the experimental group went through the 640-min. teaching program for 8 weeks, 80 min. per week, while those in the control group didn’t experience any experimental teaching. Otherwise, the optimism teaching program experimental group divided into two groups; the first experimental group applied a decreasing pessimism teaching program for 4 weeks and the second experimental group applied an increasing optimism teaching program at the same 4 weeks. After going through 4 weeks, the experimental groups exchange the two teaching programs for another 4 weeks. The quantitative instruments utilized to examine the effects of the teaching were “Children’s Optimistic-Pessimistic Beliefs Inventory”.“BDI-Y”and“BANI-Y” The collected data were analyzed with one-way ANCOVA. The qualitative data including “feedback questionnaires”, “interview data from students”, “interview data from teachers”, and “teacher’s reflective journals” were also analyzed to examine the effects of the training. The findings were presented as the following. 1. The design process of the decreasing pessimism teaching program is rigorous. 2.“The Decreasing Pessimism Teaching Program”could be applied to the students’ learning needs. 3. The decreasing pessimism teaching program elevated students’ pessimistic beliefs、depression and to promote part of the students’ optimism beliefs: (1)The teaching program promotes students “to be confident on positive outcomes.” (2)The teaching program lowers students “negative expectation and self-doubt.” (3)The teaching program didn’t influence students “to pursue their goals perseveringly” nor “quitting in the middle of the way”. (4)The study supported the argument that optimism and pessimism are bipolar. (5)The characteristic of pessimism needs continuously to develop and the effects will be obvious. (6)The two teaching programs should apply together and integrate with each other. 4.The decreasing pessimism teaching/increasing optimism teaching program could decrease the high graders’ depression and anxiety in primary school. 5.Students in the experimental groups took positive attitude toward the teaching.They not only were satisfied with every unit of the training but also enjoyed the training, considered it helpful, and subjectively believed that the training changed them cognitively and affectively. The forgoing results were discussed at the latter part of this study. Some concrete suggestions on education, student guidance and research were also provided.
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減低悲觀教學方案, 增加樂觀教學方案, 悲觀信念, 樂觀信念, 憂鬱, 焦慮, decreasing pessimism teaching program, increasing optimism teaching program, pessimistic beliefs, optimistic beliefs, depression, anxiety