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%2C Positive Meaning%2C and Positive Emotion into a Service-Learning Curriculum

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。

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.