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    题名: 正念訓練對國中生自律學習、閱讀行為、 考試焦慮與情緒幸福感之效果
    The effect of mindfulness on self-regulation learning, reading behavior, test anxiety and emotional well-being in Junior High School
    作者: 張涵茹
    Chang, Han-Ju
    贡献者: 余民寧
    張涵茹
    Chang, Han-Ju
    关键词: 正念
    正念訓練
    自律學習
    閱讀行為
    考試焦慮
    情緒幸福感
    Mindfulness
    Mindfulness training
    Self-regulation learning
    Reading behavior
    Test anxiety
    Emotional well-being
    日期: 2019
    上传时间: 2019-07-01 11:07:05 (UTC+8)
    摘要: 　　本研究目的為探討正念訓練對國中生在自律學習、閱讀行為、考試焦慮與情緒幸福感之效果。為完成上述目的，本研究採準實驗設計法，以106學年度台北市某國中九年級三個班級共73位學生為研究對象，分別為實驗組A（N = 22）、實驗組B（N = 22），及對照組（N = 29）。實驗組於每日午休時間由導師帶領進行10~15分鐘的正念訓練，實驗組A為期14週，實驗組B為期7週，對照組則於同一時間依校方原本規定實施午休活動。資料分析以量化資料為主，輔以活動結束後導師訪談內容作為效果評估。本研究所使用研究工具包含「自律學習量表」、「閱讀行為量表」、「考試焦慮量表」與「情緒幸福感量表」。此外，本研究將蒐集的資料以單因子共變數分析（one-way ANOVA）來考驗研究假設。
    　　本研究結果發現如下：
    一、在背景變項方面
    （一）不同性別國中生在自律學習、考試焦慮及情緒幸福感上無顯著差異。
    （二）不同性別國中生在閱讀行為上有顯著差異。
    二、在前、後測方面
    （一）密集式正念訓練可有效影響國中生的學習表現與情緒感受。
    （二）接受14週正念訓練的國中生與對照組在自律學習表現上無顯著差異。
    （三）接受14週正念訓練的國中生相較於對照組有較佳的閱讀行為表現。
    （四）接受14週正念訓練的國中生相較於對照組有較低的考試焦慮感受，此外，接受14週正念訓練的國中生與接受7週正念訓練的國中生在考試焦慮上有顯著差異。
    （五）接受14週正念訓練的國中生與對照組在情緒幸福感上無顯著差異。
    　　本研究根據研究結果提出建議，以供國中教學、學習輔導與未來研究之參考。
    This study aims to explore the effect of mindfulness intervention on self-regulation learning, reading behavior, test anxiety and emotional well-being. The study conducted a quasi-experimental design. A total of 73 9th Grade students from a junior high school in Taipei city participated as research subjects. They were assigned into the experimental group A (n=22), the experimental group B (n=22) and the control group (n=29). The experimental group was led by the teacher for 10~15 minutes of mindfulness practicing during lunch break every day. The total treatment duration of group A and B was 14 weeks and 7 weeks respectively. While the control group followed the normal schedule of school during the same time. The results of this study showed that: (1) Intensive mindfulness practicing can affect the learning performance and emotion of junior high school students. (2) There was no significant differences in the performance of self-regulation learning between experimental group A and the control group. (3) The experimental group A had better reading behavior than the control group. (4) The experimental group A had lower test anxiety than the control group. In addition, there was a significant difference in test anxiety between experimental group A and experimental group B. (5) There was no significant difference in the emotional well-being between the experimental group A and the control group.
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    描述: 碩士
    國立政治大學
    教育學系
    106152009
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0106152009
    数据类型: thesis
    DOI: 10.6814/NCCU201900027
    显示于类别:[教育學系] 學位論文

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