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題名 | 以樂觀信念、正向意義及正向情緒融入服務學習課程之量化研究=The Study of Integration of Optimism, Positive Meaning, and Positive Emotion into a Service-Learning Curriculum |
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作者 | 常雅珍; 林奕宏; Chaung, Ya-jane; Lin, Yi-hung; |
期刊 | 課程與教學 |
出版日期 | 20140100 |
卷期 | 17:1 2014.01[民103.01] |
頁次 | 頁145-177 |
分類號 | 525.4 |
語文 | chi |
關鍵詞 | 樂觀; 正向意義; 正向情緒; Optimism; Positive meaning; Positive emotion; |
中文摘要 | 本研究探討樂觀、正向意義、正向情緒融入課程的影響,研究者採準實驗研究設計,以幼保系大學生為研究對象,實驗組學生接受融入樂觀信念、正向意義及正向情緒之服務學習課程,控制組學生則無相關教學課程之介入。研究工具包括同理心量表及研究者自編的樂觀信念量表、正向意義量表、感恩量表及寬恕量表,量化研究採用多因子共變數分析進行統計檢定,實驗結果發現對大學生樂觀方面,「對未來正向預期」和「對事件內外在正向歸因」分量表有顯著性差異;正向意義方面,「負面事件正向意義」分量表有顯著性差異;正向情緒方面,「寬恕自己」、「感謝」「表達性同理心」三分量表具有顯著性差異,顯示此一課程對學生樂觀信念、正向意義和正向情緒思維有正面影響。研究者歸納研究結論,並提出相關建議,作為教學應用及未來研究之參考。 |
英文摘要 | This study investigates the influence of integration of the concepts of optimism, positive meaning, and positive emotion into a service-learning curriculum on student attitude. The researchers adopt a quasi-experimental design to conduct this study, and all participants are selected from the Department of Child Care and Education of a technological university. All participants are divided into two groups: the experimental group takes the service-learning course which has integrated with the beliefs of optimism, positive meaning, and positive emotion, while the control group takes a regular service-learning course. The research tool includes Empathy Construct Rating Scale and self-designed Optimistic Belief Rating Scale, Positive Meaning Rating Scale, Gratitude Rating Scale, and Forgiveness Rating Scale. Then, a Multivariate Analysis of Covariance is used to analyze the data. The results show that the experimental group has obtained a significantly higher average score on the dimensions of Forgiveness-self and Empathy-expressive than the control group, which means that the newly specific-designed curriculum has a positive effect on these two dimensions. Suggestions are also provided for teaching practices and future studies. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。