Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/131834
|
| Title: | 心理學不同教學方法及課程內容對軍校生心理健康、軍校適應及學習動機之影響: 教學實踐取向研究
The Effect of Different Teaching Methods and Course Contents of Psychology on Mental Health, Military School Adaptation and Learning Motivation of Military School Students |
| Authors: | 鍾成鴻
Jhong, Cheng-Hong |
| Contributors: | 詹志禹
鍾成鴻
Jhong, Cheng-Hong |
| Keywords: | 學習者中心教學
正向心理學
心理健康
軍校生適應
學習動機
Learner centered Instruction
Positive psychology
Mental health
Military school student adaptation
Learning motivation |
| Date: | 2020 |
| Issue Date: | 2020-09-02 12:54:47 (UTC+8) |
| Abstract: | 本研究旨在探討不同教學方法（學習者中心、講述教學法）及課程內容（正向心理學、普通心理學）對軍校生心理健康、軍校適應及學習動機之影響，以三級預防的初級預防角度來處理軍校生的適應問題與心理健康。本研究預測：就提升軍校生心理健康、軍校適應與學習動機的效果而言，學習者中心將優於講述教學法，正向心理學課程將優於普通心理學，而且，教學方法與課程內容將對心理健康、軍校適應與學習動機產生交互作用，亦即學習者中心搭配正向心理學課程內容時的效果最佳。
本研究採2（教學方法-學習者中心/講述教學法）*2（課程內容-正向心理學/普通心理學）準實驗設計，以某軍事院校學生為研究參與者，班級為單位，方便取樣4個班級，接受四種實驗處理，其中以講述教學法搭配普通心理學內容授課的一組可視為控制組，其餘三組可視為實驗組。上述四組皆同時接受每週2小時共10週的教學課程，並接受前測、立即後測與延宕後測（課程結束一個月後），測量工具包括：「主觀幸福感量表（短題本）」、「巔峰幸福量表」、「憂鬱情緒量表」、「軍校生學校適應量表」及「學習動機量表」。除了蒐集量化資料之外，本研究並蒐集焦點團體訪談資料、學生的學習反思日誌以及期中/期末教學調查回饋等質性資料，以便更深入了解實驗處理的優缺點、學生的感受與反應以及教學效果的可能來源等。
研究結果發現：一、學習者中心比講述教學法更能夠提升軍校學生的心理健康與學習動機，但兩種方法對軍校適應的影響力相同；二、正向心理學課程比普通心理學課程更能夠提升軍校學生的心理健康，但兩種課程內容對軍校適應或學習動機的影響力相同；三、學習者中心搭配普通心理學課程內容時對心理健康的影響力最大，講述教學法搭配普通心理學課程內容時的影響力最小，但對軍校適應與學習動機的影響力是相同；四、質性資料顯示，軍校壓力會影響學生的學習動機，但學生不論在哪一個實驗組別，擁有下列經驗者都有助於其學習與改變：1.感受教師的愛與包容、2.理解教師的實務經驗、3.掌握同儕互動的契機、4.體驗模擬情境的壓力、5.學會嘗試換位思考、6.嘗試自我情緒調節、7.反思就讀軍校的初衷、8.應用於真實生活。依據上述發現，本研究建議教師以學習者中心教學模式心理學課程，不僅能夠增強學習動機與因應軍校壓力，更能強化軍校學生之心理健康促進，以供相關教育實務工作者與研究人員參考。
This study aims to explore the impact of different teaching methods (Learner-Centered vs Didactic Teaching) and course content (Positive Psychology vs General Psychology) on the mental health, military school adaptation and learning motivation of military school students. From the perspective of prevention, it deals with the adaptation problems and mental health of military school students. This study predicts that in terms of the effect of improving the mental health of military school students, military school adaptation and learning motivation, the learner-centered will be better than didactic teaching, the positive psychology course will be better than the general psychology, and the teaching method and course content It will interact with mental health, military school adaptation and learning motivation, that is, the learner-centered best with positive psychology course content.
This study adopts 2 (teaching learner-centered / didactic teaching) * 2 (course content positive psychology / general psychology) quasi-experimental design, taking students from a military academy as research participants and classes as units, It is convenient to sample 4 classes and accept four kinds of experimental treatments. Among them, a group taught by teaching methods and general psychology content can be regarded as a control group, and the remaining three groups can be regarded as experimental groups. The above four groups all receive a two-week teaching course of 10 weeks at the same time, and accept pre-test, immediate post-test and post-delay post-test (one month after the end of the course). The measuring tools include: "Subjective Well-being Scale (short questions ")", "Peak Happiness Scale", "Melancholic Emotion Scale", "Military School Student Adaptation Scale" and "Learning Motivation Scale". In addition to collecting quantitative data, this research also collects qualitative data such as focus group interview data, student learning reflection logs, and mid-term/final teaching survey feedback, so as to gain a deeper understanding of the advantages and disadvantages of experimental processing, students` feelings and reactions, and teaching Possible sources of effects, etc.
The study found:1. The learner-centered is more capable of improving the mental health and learning motivation of military school students than didactic teaching, but the two methods have the same influence on the adaptation of military schools.,2. Positive psychology courses are more capable of improving the mental health of military school students than ordinary psychology courses, but the content of the two courses has the same influence on the adaptation or learning motivation of military schools.,3. The learner-centered has the greatest influence on mental health when matched with general psychology course content, and the didactic teaching has the least influence when combined with general psychology course content, but it has the same influence on military school adaptation and learning motivation.,4. Qualitative data show that the pressure of military schools will affect students’ motivation to learn, but no matter which experimental group the students are in, those with the following experience will help their learning and change: 1. Feel the love and tolerance of teachers, 2. Understand the practical experience of teachers, 3. grasp the opportunities of peer interaction, 4. experience the pressure of simulated situations, 5. learn to try empathy, 6. try self-emotional regulation, 7. reflect on the original intention of studying in military schools, 8. apply to reality life. Based on the above findings, this study suggests that teachers use the learner-centered innovative teaching model psychology courses, which can not only enhance learning motivation and respond to military school pressure, but also strengthen the psychological health promotion of military school students for relevant education practitioners and researchers reference. |
| Reference: | 壹、中文部分
王鍾和、李勤川、陽琪（1991）。適應與心理衛生。臺北市：大洋。
王儀旭、周智泰、林裕量（2012）。戰技對刺課程以Mosston命令式教學介入軍校生對學習動機與學習滿意、技能學習認知之學習成效差異分析。國防大學通識教育學報，2，141-152。
史美瑤（2012）。21世紀的教學：以「學生學習為中心」的教師發展。評鑑雙月刊，36，42-44。
余一鳴（2003）。軍事社會化的理論與實際。復興崗學報，77，219-246。
余民寧、陳柏霖、許嘉家、鍾珮純、趙珮晴（2012）。教師心理健康狀態類型之初探。學校衛生，60，31-59。
余民寧（2015）。幸福心理學︰從幽谷邁向巔峰之路。臺北市：心理。
余民寧、黃馨瑩、劉育如（2011）。臺灣憂鬱症量表心理計量特質分析報告。測驗學刊，58（3），479-500。
余民寧、謝進昌、林士郁、陳柏霖、曾筱婕（2011）。教師主觀幸福感模式建構與驗證之研究。測驗學刊，58（1），55-58。
余民寧、劉育如、李仁豪（2008）。臺灣憂鬱症量表的實用決斷分數編製報告。教育研究與發展期刊，4（4），231-257。
余民寧、陳柏霖、陳玉樺（2017）。量表長度簡化研究：「簡式中小學教師主觀幸福感量表」修訂。教育研究與發展期刊，13（4），27-56。
余民寧、陳柏霖、陳玉樺（2018）。巔峰型教師的樣貌︰圓滿幸福、知覺工作壓力、靈性幸福感及心理健康之關係。教育心理學報，50（1），1-30。
李玉嬋、林聖恆、江嘉敏（2016）。心理健康BMI幸福心指標養心運動~ 修煉成為幸福人的心理衛生活動倡導。諮商與輔導，371，50-55。
李玉嬋、楊淑敏、劉士銘、陳芝伃、陳怡安（2018）。運用心理健康 BMI 進行職場心理健康篩檢與心理健康教育之效果。諮商與輔導，388，48-56。
李承禹、黃筱薌（2004）。從知識分享構面分析國軍院校基礎教育發展－遠距教學機制之效能評估。復興崗學報，82，1-42。
李新民（2010）。正向心理學教學活動設計。高雄市：麗文。
邱發忠、卓淑玲、劉瑞楨、鄧文章（2000）。軍校新生適應問題、因應策略及
相關變項關係之探討--以政治作戰學校為例。軍事社會科學半年刊，7，135-163。
林偉文（2002）。國民中小學學校組織文化、教師創意教學潛能與創意教學之關係（未出版博士學位論文）。國立政治大學教育研究所，臺北市。
林進財（1992）。城郊地區國小高年級學生學校適應比較研究（未出版碩士學位論文）。國立臺灣師範大學教育研究所，臺北市。
吳明隆（2010）。SPSS 操作與應用：變異數分析實務。臺北市，五南。
吳武典（1997）。國中偏差行爲學生學校生活適應之探討。教育心理學報，29，25-49。
吳柏姍（2004）。外籍配偶子女幼稚園學校適應之個案研究（未出版碩士學位論文）。國立臺北教育大學幼兒教育學系，臺北市。
涂金堂（2015）。SPSS與量化研究。臺北市：五南。
洪莉竹（2007）。稻草變黃金：焦點解決諮商訓練手冊。臺北市：張老師。
胡幼慧（1996）。質性研究：理論、方法及本土女性主義研究實例。臺北市：巨流。
高其清（1999）。態度與動機對國軍軍官外文學習成效的影響。復興崗學報，66，15- 39。
許維素（2003）。焦點解決短期心理治療的應用。臺北市：天馬。
許淑婷、許純碩、王盈文（2008）。教師教學態度與學生學習成效之關係探討，立德學報，5（2），62-77。
馬于雯（2009）。軍校生學校適應量表之發展與模式初探。測驗學刊，56（4），19-542。
馬于雯（2016）。心理社會幸福感、心理功能、復原力與軍中適應：量表發展與相關分析。臺北市：大屯。
張芬芬（1984）。師大結業生分發實習前後教學態度與任教意願之比較研究（未出版碩士學位論文）。國立臺灣師範大學教育研究所，臺北市。
張世彗（2011）。創造力教學、學習與評量之探究。教育資料與研究雙月刊，100， 1-21。
張春興（1989）。現代心理學辭典。臺北市：東華。
張春興（2006）。教育心理學︰三化取向的理論與實踐 。臺北市︰東華。
張景媛（1988）。教學類型與學習類型適配性研究暨學生學習適應理論模式的驗證。教育心理學報，21，113-172。
張新仁、符碧真、崔夢萍、黃淑苓（2019）。再論教學實踐研究論文之撰寫重點。教學實踐與創新，2（1），1-16。
程淑華（2004）。情緒教育課程之學習經歷研究—以軍校學生為例。中華輔導學報，16，35-69。
施夙真（2006）。諮商中的多元文化議題－偏見的意義與影響。諮商與輔導，244， 54-57。
華中興、趙淑美、隋復華（1998）。軍校政治教育學習影響因素與學習成就之關係探討-以某軍校為例，通識教育季刊，5（4），91-124。
孫敏華（1990）。權威性格與自我統整之研究︰文武大學生之比較。臺北市：
大洋。
韓佩凌、陳柏霖（2017）。正向心理學的理論與實務：幸福人生的新視野。臺北市：雙葉。
陳正昌、張慶勳（2007）。量化研究與統計分析。臺北市：新學林。
陳明溥（2007）。程式語言課程之教學模式與學習工具對初學者學習成效與學習態度之影響. 師大學報: 科學教育類.
陳茹玲、柯華葳、蔡佩眞（2020）。從教師認知、教學資源與教學實踐論國語文教育政策之困境與契機。教育科學研究期刊，65（1），47-91。
陳柏霖、余民寧、洪兆祥（2019）。僑生與本地生的目標設定、全心學習、意志力及巔峰幸福之模型建構和其差異比較。教育科學研究期刊，64（2），131-160。
陳皎眉、林宜旻、徐富珍、孫旻暐、張滿玲（2015）。心理學（二版）。臺北市：雙葉。
陳景花、余民寧（2019）。正向心理學介入對幸福與憂鬱效果之後設分析。教育心理學報，50（4），551-585。
陳景花、余民寧（2018）。正念在臺灣學校的影響︰系統性回顧及後設分析。中華輔導與諮商學報，51，67-103。
曾麗娟（2003）。國軍基層幹部工作壓力，因應方法與工作滿意，身心健康之研究。復興崗學報，77，107-122。
葉翠玉、周雨青、鄭淑利、孫慧芳（2016）。軍校生心理健康與適應狀態於性別因素之探討。源遠護理，10（1），34-44。
楊子慧（2010）。ARCS動機教學模式對科技大學學生學習動機及學習成就影響之研究：以「資訊科技與社會」學科為例（未出版碩士學位論文）。國立中山大學教育研究所，高雄市。
鄧宜男（2000）。軍校新生之學習與讀書策略及其相關因素研究－以中正理工學院為例。中華輔導學報，9，57-87。
詹志禹（2005）。討論法融入大學統計教學之行動研究。當代教育研究，13（4）， 167-208。
衛生福利部（2016）。106年至110年國民心理健康第二期計畫。
衛生福利部（2019）。「全國自殺防治中心計劃案」108年度期末成果報告。
國防部（2019）。國防部政治作戰局107年度施政績效報告。
國防部（2019）。國軍心理健康篩檢指標建立與心理健康課程方案介入對心理健康促進之成效探討。國軍108年度「補助軍事校院教師從事學術研究」核定計畫書暨經費案（108年9月11日國人培育字第1080014616號）。
國防部（2020)。軍事院校108學年度第2學期軍事院校各學年度學生人數性別比例統計資料。
蔡亦倫、陳柏霖（2019）。以壓力因應策略為調節變項：僑生與本地生在生活壓力與心盛之關係。教育與心理研究，42（4），101-141。
顏志龍、邱發忠（2008）。台灣軍事心理學發展的回顧與展望︰實徵分析研究。應用心理研究，37，67-93。
鄭美蘭（2008)。高中職數學教師教學風格與學生學習態度之研究（未出版碩士學位論文）。私立臺北科技大學技術及職業教育研究所，臺北市。
鄭雪玉（1999）。學生的學習行為及學習成就－陸海空三軍官校個案研究。黃埔學報，36 ，107-121。
鍾珮純、余民寧、許嘉家、陳柏霖、趙珮晴（2013），從幽谷邁向巔峰︰教師的心理健康狀態類型與促進因子之探索。教育心理學報，44（3），629-646。
貳、英文部分
Akerlind, G. (2008). A phenomenographic approach to developing academics` understanding of the nature of teaching and learning.” Teaching in Higher Education 13(6）, 633–644.
American Psychological Association (1997). Learner-centered psychological principles.Washington, DC: APA.
Arkoff, A. (1968). Adjustment and mental health. New York, NY: McGraw-Hill.
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260.
Bakker, A. B., Hetland, J., Olsen, O. K., & Espevik, R. (2019). Daily strengths use and employee well‐being: The moderating role of personality. Journal of Occupational and Organizational Psychology, 92(1), 144-168.
Bartone, P. T., Kelly, D. R., & Matthews, M. D. (2013). Psychological hardiness predicts adaptability in military leaders: A prospective study. International Journal of Selection and Assessment, 21(2), 200-210.
Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysis of randomized controlled studies. BMC Public Health, 13(1), 1-20.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn (Vol. 11). Washington, DC: National Academy.
Brown, S. (2020). Designing effective feedback processes in higher education: A learner-centred approach. Innovations in Education and Teaching International, 57(3), 386-387.
Bryant, F. B., & Veroff, J. (2007). Savoring: A new model of positive experience. New York, NY: Psychology Press.
Burnard, P. (1999). Carl Rogers and postmodernism: Challenges in nursing and health sciences. Nursing & Health Sciences, 1(4), 241-247.
Catignani, S. (2014). Coping with knowledge: Organizational learning in the British Army?. Journal of Strategic Studies, 37(1), 30-64.
Cheng, H. Y., & Ding, Q. T. (2020). Examining the behavioral features of Chinese teachers and students in the learner-centered instruction. European Journal of Psychology of Education, 1-18.
Cornelius-White, J. H., & Harbaugh, A. P. (2009). Learner-centered instruction: Building relationships for student success. Thousand Oaks, CA: Sage publications.
Cornelius-White, J. H., Hoey, A., Cornelius-White, C., Motschnig-Pitrik, R., & Figl, K. (2013). Person-centered education: A meta-analysis of care in progress. Journal of Border Educational Research, 3(1), 1-4.
Cowan, J. (2006). On becoming an innovative university teacher: Reflection in action. United Kingdom, UK: Society for Research into Higher Education, Ltd., London (England).
Cropley, A. J. (2001). Creativity in education and learning. Sterling, VA: Stylus.
Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 598–608). New York, NY: Guilford.
Debiec, P. (2018). Effective learner-centered approach for teaching an introductory digital systems course. Ieee transactions on education, 61(1), 38-45.
Diener, E. (1984). Subjective well-being. Psychological bulletin, 95(3), 542.
Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American psychologist, 55(1), 34.
Diener, E., Wirtz, D., Biswas-Diener, R., Tov, W., Kim-Prieto, C., Choi, D. W., & Oishi, S. (2009). New measures of well-being. In E. Diener (Ed.), Assessing well-being (pp. 247-266). Dordrecht, Netherlands: Springer.
Donaldson, S. I., Csikszentmihalyi, M., & Nakamura, J. (2011). Applied positive psychology: Improving everyday life, health, schools, work, and society. London: Routledge.
Duckworth, A. L., Steen, T. A., & Seligman, M. E. P. (2005). Positive psychology in clinical practice. Annual Review of Clinical Psychology, 629–651.
Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377-389.
Emery, N. C., Maher, J. M., & Ebert-May, D. (2020). Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development. Science advances, 6(25), eaba2091.
Farooq, S., Tharani, A., Begum, S., & Parpio, Y. (2020). Implementation of simulation: a contemporary strategy to enhance clinical skills of undergraduate students in mental health nursing. Issues in Mental Health Nursing, 1-5.
Forgeard, M. J., Jayawickreme, E., Kern, M. L., & Seligman, M. E. (2011). Doing the right thing: Measuring wellbeing for public policy. International Journal of Wellbeing, 1(1), 79-106.
Frambach, J. M., Driessen, E. W., Beh, P., & Van der Vleuten, C. P. (2014). Quiet or questioning?. Students` discussion behaviors in student-centered education across cultures. Studies in Higher Education, 39(6), 1001-1021.
Friedman, H. S., & Kern, M. L. (2014). Personality, well-being, and health. Annual Review of Psychology, 65.
Gibbs, G., and M. Coffey. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education ,5 (1), 87–100.
Grainger, T., Barnes, J., & Scoffham, S. (2004). A creative cocktail: Creative teaching in initial teacher education. Journal of Education for Teaching: International Research and Pedagogy, 30(3), 243-253.
Harju, A., & Åkerblom, A. (2017). Colliding collaboration in student-centred learning in higher education. Studies in Higher Education, 42(8), 1532-1544.
Hasselbladh, H., & Ydén, K. (2020). Why military organizations are cautious about learning?. Armed Forces & Society, 46(3), 475-494.
Hofer, B. K. (2006b). Domain specificity of personal epistemology: Resolved questions, persistent issues, new models. International Journal of Educational Research, 45(1-2), 85-95.
Huppert, F. A. (2005). Positive mental health in individuals and populations. In F.A.
Huppert, B. Keverne & N. Baylis (Eds.), The Science of Well-Being (pp. 307–340).Oxford, England: Oxford University .
Huppert, F. A. (2009). Psychological well‐being: Evidence regarding its causes and consequences. Applied psychology: health and well‐being, 1(2), 137-164.
Huppert, F. A., & So, T. T. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social Indicators Research, 110(3), 837-861.
Joseph, S., Linley, P. A. (2012). Trauma, recovery, and growth: Positive psychological perspectives on posttraumatic stress. Hoboken, NJ: John Wiley & Sons.
Keller, J. M. (1983). Motivational design of instruction.In C. M. Reigeluth (Eds.), Instructional design theories and models: An overview of their current status (pp.383-434). Hillsdale, NJ: LEA.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.
Keyes, C. L. M. (1998). Social well-being. Social Psychology Quarterly,61, 121-140.
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43 (2), 207-222.
Keyes, C. L. M. (2003a). Complete mental health: An agenda for the 21st century. In C. L. M. Keyes, & J.Haidt (Eds.), Flourishing: Positive psychology and the life well-lived (pp. 293-312). Washington,DC: American Psychological Association.
Keyes, C. L. M. (2003b). Promoting a life worth living: Human development from the vantage points ofmental illness and mental health. In R. M. Lerner, F. Jacobs, & J. Haidt (Eds.), Promoting positive child, adolescent, and family development: A handbook of program and policy innovations (pp.257-274). Thousand Oaks, CA: Sage.
Keyes, C. L. M. (2005a). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73(3), 539-548.
Keyes, C. L. M. (2005b). Chronic physical conditions and aging: Is mental health a potential protective factor? Ageing International, 30(1), 88-104.
Keyes, C. L. M. (2006). Mental health in adolescence: Is America`s youth flourishing?. American Journal of Orthopsychiatry, 76(3), 395-402.
Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62(2), 95-108.
Keyes, C. L. M., & Lopez, S. J. (2002). Toward a science of mental health: Positive directions in diagnosis and interventions. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 45-62). New York, NY: Oxford University.
Keyes, C. L. M., & Ryff, C. D. (1999). Psychological well-being in midlife. In S. L. Willis & J. D. Reid (Eds.), Middle aging: Development in the third quarter of life (pp. 161-180). Orlando, FL: Academic.
Keyes, C. L. M., & Shapiro, A. D. (2004). Social well-being in the United States: A descriptive epidemiology. In O. G. Brim, C. D. Ryff, & R. C. Kessler (Eds.) (2004), How healthy are we: A national study of well-being at midlife (pp. 350-372). Chicago, IL: University of Chicago.
Keyes, C. L. M., & Waterman, M. B. (2003). Dimensions of well-being and mental health in adulthood. In M. H. Bornstein, L. Davidson, C. L. M. Keyes, Moore, A. Kristin (Eds.), Well-being: Positive development across the life course (pp. 477-497). Mahwah, NJ: Lawrence Erlbaum Associates.
Kember, D(1997). A reconceptualisation of the research into university academics` conceptions of teaching. Learning and Instruction ,7 (3), 255–275.
Khazaei, F., Khazaei, O., & Ghanbari-H, B. (2017). Positive psychology interventions for internet addiction treatment. Computers in Human Behavior, 72, 304-311.
Kritikos, T. K., DeVoe, E. R., Spencer, R., Langer, D. A., Nicholson, J. V., Mufti, F., & Tompson, M. C. (2020). Finding meaning in times of family stress: A mixed methods study of benefits and challenges amongst home-front parents in military families. Military Psychology, 1-13.
Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?. Child development, 72(5), 1579-1601.
Layous, K., Nelson, S. K., & Lyubomirsky, S. (2013). What is the optimal way to deliver a positive activity intervention? The case of writing about one’s best possible selves. Journal of Happiness Studies, 14(2), 635-654.
Lee, D. J., Meehan, R. T., Robinson, C., Smith, M. L., & Mabry, T. R. (1995). Psychosocial correlates of immune responsiveness and illness episodes in US Air Force Academy cadets undergoing basic cadet training. Journal of Psychosomatic Research, 39(4), 445-457.
Lyubomirsky, S., & Layous, K. (2013). How do simple positive activities increase well-being?. Current Directions in Psychological Science, 22(1), 57-62.
Lyubomirsky, S., Dickerhoof, R., Boehm, J. K., & Sheldon, K. M. (2011). Becoming happier takes both a will and a proper way: an experimental longitudinal intervention to boost well-being. Emotion, 11(2), 391-402.
Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9(2), 111-131.
McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco, CA: Jossey-Bass .
Mettetal, G. (2012). The what, why and how of classroom action research. Journal
of the Scholarship of Teaching and Learning, 2(1), 6-13.
Naime-Diefenbach, B. (1991). Validation of attention and confidence as independent
components of the ARCS motivational model. Unpublished doctoral dissertation,Florida State University, Tallahassee.
National Advisory Committee on Creative and Cultural Education (1999). All Our Futures: Creativity,Culture and Education. London, England: Department for Education and Employment.
Neal, D. A. (2016). Student growth in learner-centered and non-learner-centered reading and math teachers’ classrooms (Unpublished doctoral dissertation) .Doctoral dissertation, University of Dayton.
Ng, W. (2015). Boosting well-being with positive psychology interventions: Moderating role of personality and other factors. Journal of Contemporary Psychotherapy, 45(2), 79-87.
O’Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers.Onurkan Aliusta, G., & Özer, B. (2017). Student-centred learning (SCL): Roles changed?. Teachers and Teaching, 23(4), 422-435.
Parks, A. C., & Schueller, S. (2014). The Wiley Blackwell handbook of positive psychological interventions. Oxford, England: Wiley-Blackwell.
Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4),np.
Peterson, C. (2009). Positive psychology. Reclaiming Children and Youth, 18(2), 3.
Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification (Vol. 1). Oxford, England: University Press.
Pulakos, E. D., Arad, S., Donovan, M. A., & Plamondon, K. E. (2000). Adaptability in the workplace: Development of a taxonomy of adaptive performance. Journal of Applied Psychology, 85(4), 612-624.
Reigeluth, C. M., & Duffy, F. M. (2008). The AECT FutureMinds initiative: Transforming America`s school systems. Educational Technology, 45-49.
Reigeluth, C. M., & Garfinkle, R. J. (1994). Envisioning a new system of education. In C. M. Reigeluth & R. J. Garfinkle (Eds.), Systemic Change in Education (pp.
59-70). Englewood Cliffs, NJ: Educational Technology Publications.
Reilly, R. C., Lilly, F., Bramwell, G., & Kronish, N. (2011). A synthesis of research concerning creativeteachers in a Canadian context. Teaching and Teacher Education, 27(3), 533-542.
Richmond, A. S., Morgan, R. K., Slattery, J. M., Mitchell, N. G., & Cooper, A. G. (2019). Project syllabus: an exploratory study of learner-centered syllabi. Teaching of Psychology, 46(1), 6-15.
Rogers, C., and J. Freiberg. (1994). Freedom to learn. (3rd ed). New York, NY: Macmillan College.
Ross, M. (2017). Conceptions of teaching: an illustrated review. The Clinical Teacher, 14(1), 8-14.
Rusk, R. D., & Waters, L. (2015). A psycho-social system approach to well-being: Empirically deriving the five domains of positive functioning. The Journal of Positive Psychology, 10(2), 141-152.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141-166.
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069.
Ryff, C. D. (1995). Psychological well-being in adult life. Current Direction in Psychological Science, 4,99-104.
Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719.
Samuelowicz, K., & Bain, J.D. (2001). Revisiting academics` beliefs about teaching and learning. Higher Education ,41 (3),299–325.
Schueller, S. M. (2010). Preferences for positive psychology exercises. The Journal of Positive Psychology, 5(3), 192-203.
Schutte, T., Tichelaar, J., Dekker, R. S., Thijs, A., De Vries, T. P., Kusurkar, R. A., ... & Van Agtmael, M. A. (2017). Motivation and competence of participants in a learner-centered student-run clinic: An exploratory pilot study. BMC Medical Education, 17(1), 1-13.
Seligman, M. E. P.(2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp.3-12). New York, NY: Oxford.
Seligman, M. E. P. (2012). Flourish: A visionary new understanding of happiness and well-being (Reprint ed.). New York, NY: Artia Books.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.
Senf, K., & Liau, A. K. (2013). The effects of positive interventions on happiness and depressive symptoms, with an examination of personality as a moderator. Journal of Happiness Studies, 14(2), 591-612.
Sheldon, K. M., & Lyubomirsky, S. (2007). Is it possible to become happier?(And if so, how?). Social and Personality Psychology Compass, 1(1), 129-145.
Sheldon, K., & Lyubomirsky, S. (2004). Achieving sustainable new happiness: Prospects, practices, and prescriptions. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 127–145). New York: John Wiley.
Hoboken, NJ: Wiley.Shellnut, B., Knowlton, A., & Savage, T. (1999). Applying the ARCS model to the design and development of computer-based modules for manufacturing engineering courses. EducationalTechnology, Research & Development,
47, 100–110.
Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well‐being and alleviating depressive symptoms with positive psychology interventions: A practice‐friendly meta‐analysis. Journal of Clinical Psychology, 65(5), 467-487.
Sin, N. L., Della Porta, M. D., & Lyubomirsky, S. O. N. J. A. (2011). Tailoring positive psychology interventions to treat depressed individuals. Applied positive psychology: Improving everyday life, health, schools, work, and society, 79-96.
Snyder, C. R., & Lopez, S. J. (2002). The future of positive psychology: A declaration of independence. In C. R. Snyder & S. J. Lopez (Eds), Handbook of positive
psychology (pp. 751–767). London: Oxford University Press.
Souza, L. A. S., Torres, A. R. R., Barbosa, G. A., Lima, T. J. S. D., & Souza, L. E. C. D. (2015). Subjective well-being and burnout in military cadets: The mediating role of self-efficacy. Psychology/Psicologia Refl exão e Crítica, 28(4), 744-752.
Soysal, Y., & Radmard, S. (2017). An exploration of Turkish teachers’ attributions to barriers faced within learner-centred teaching. Educational Studies, 43(2), 186-209.
Stevens, J.P. (2009) Applied Multivariate Statistics for the Social Sciences(5th ed.). (pp. 292–294). New York, NY: Routledge
Sung, E., Chang, J. H., Lee, S., & Park, S. H. (2019). The moderating effect of cognitive flexibility in the relationship between work stress and psychological symptoms in Korean Air Force Pilots. Military Psychology, 31(2), 100-106.
Tanggaard, L. (2011). Stories about creative teaching and productive learning. European Journal of Teacher Education, 34(2), 219-232.
Tangney, S. (2014). Student-centred learning: a humanist perspective. Teaching in Higher Education, 19(3), 266-275.
Trigwell, K., M. Prosser, and P. Taylor (1994). Qualitative differences in approach to teaching first year university science. Higher Education, 27, 75–84.
Tynjala, P. (1997). Developing education students` conceptions of the learning process in different learning environments. Learning and instruction, 7(3), 277-292.
Vuorinen, K., Pessi, A. B., & Uusitalo, L. (2020). Nourishing Compassion in Finnish Kindergarten Head Teachers: How Character Strength Training Influences Teachers’ Other-Oriented Behavior. Early Childhood Education Journal, 1-14.
Waters, L. (2011). A review of school-based positive psychology interventions. The Educational and Developmental Psychologist, 28(2), 75-90.
Walter, J. L., & Peller, J. E.（1992）. Becoming solution-focused in brief therapy. New York, NY: Brunner/Mazel Publishers.
Welch, K., & Shappeck, M. (2020). Linguistics in general education: Expanding linguistics course offerings through core competency alignment.
Language, 96(2),1-18.
Weiler, A. (2005). Information-seeking behavior in generation Y students: Motivation, critical thinking, and learning theory. The Journal of Academic Librarianship, 31(1), 46-53.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco,CA: Jossey Bass Publishers..
Whisler, B. L. M. J. S. (1997). The learner-centered classroom and school. San Francisco,CA: Jossey Bass Publishers.
Winstone, N. E., & Carless, D. (2019). Designing effective feedback processes in higher education. A learning-focused approach. London & New York: Routledge.
Wong, P. T. (2013). Positive psychology. The Encyclopedia of Cross‐Cultural Psychology, 3, 1021-1027.
Wong, P. T. (2015). Meaning therapy: assessments and interventions. Existential Analysis: Journal of the Society for Existential Analysis, 26(1), 154-167.
Woodworth, R. J., O`Brien‐Malone, A., Diamond, M. R., & Schüz, B. (2017). Web‐based positive psychology interventions: A reexamination of effectiveness. Journal of Clinical Psychology, 73(3), 218-232.
Yu, M. N., Hsieh, J. C., Chen, P. L., Chung, P. C., Syu, J. J., & Chao, P. C. (2010). The proposal of types of mental health status. Paper presented at the Psychology For A Sustainable Future Conference (NZPsS 2010) held on the Rydges Hotel, Rotorua, New Zealand, July.
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—A systematic review and meta-analysis. Frontiers in Psychology, 5, 1-20.. |
| Description: | 博士
國立政治大學
教育學系
105152516 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0105152516 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202001206 |
| Appears in Collections: | [教育學系] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 251601.pdf | | 3092Kb | Adobe PDF2 | 297 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
