正向心理健康班級經營對國中學生之效果研究

Abstract

本研究旨在探討正向心理健康班級經營對國中學生「五正效能」、「四樂行為」、「正向心理健康」及「班級氛圍感受」的效果。本研究採質性與量化混合研究方法，選取新北市一所國中4個班級，共99位學生作為研究對象，於西元2025年3月至5月進行教育介入。介入前一週對學生進行前測，學生接受為期6週的教育介入，包含應用正向心理健康桌遊與週曆教材、進行正向心理健康教學活動與班級環境營造等策略，介入後一週進行後測與蒐集質性回饋，以檢視成效。本研究結果顯示，正向心理健康班級經營能顯著提升學生的「正向參與」效能（如課業準備與主動學習）與「樂動」行為（如中高強度身體活動與戶外活動），然在其他面向的效果未達顯著差異。由質性分析結果可知，多數學生對課程抱持高度興趣與正面評價，認為課程有助於理解正向心理健康概念，並促進自我覺察、情緒調適與健康行為等面向的發展。依據本研究之結果，建議學校可應用正向心理健康班級經營，以促進學生正向心理健康的實踐，進而達到整體身心健康的發展。

This study explored the effects of positive mental health classroom management on junior high school students' efficacy and behaviors related to PERMA (Positive Emotions, Engagement, Relationships, Meaning, Accomplishment) and PLUS (Physical Activity, Leisure Activities, Nutrition, Sleep), their overall positive mental health, and perceptions of classroom climate. A mixed-methods design was adopted with 99 students from four seventh-grade classes at a junior high school in New Taipei City. The intervention, implemented over six weeks from March to May 2025, included the use of tabletop games, weekly calendar activities, mental health lessons, and strategies for a supportive classroom environment. Pre- and post-tests, along with qualitative feedback, were used to assess effectiveness. Quantitative results showed significant improvements in students’ positive engagement (e.g., academic preparation and proactive learning) and physical activity behaviors. Qualitative findings indicated that most students viewed the intervention positively, reporting greater awareness of mental health concepts, improved emotional regulation, and healthier behaviors. These findings suggest that applying positive mental health classroom management can encourage students’ active practice of positive mental health and contribute to their overall physical and psychological well-being.