建構幸福感教學模式融入情緒心理學課程

A Study of Implementing Teaching for Well-being Model Construction into Emotional Psychology Curriculum

本研究旨在探討運用幸福感教學模式，學生對於幸福感的情感與認知變化。研究 以個案大學「情緒心理學」課程26 位學生為對象，結果發現：學生在「主觀幸福感」、 「心理資本」及「用心」上有顯著提升；其次，學生可從幸福感教學模式之「意識／ 注意（身）」至「介入／行動（心）」到「評估／反應（靈）」階段習得幸福感知能， 並從「為幸福感而提供教學」、「以幸福感實施教學」至「認識幸福感而實施教學」 的幸福感教學歷程，邁向幸福。最後，本研究針對上述研究結果進行討論，以作大學 校院教師在教學與後續相關研究的參考。

This study aimed to explore the teaching for well-being model on college students’ changes in emotional and cognitive well-being. The participants of this study were 26 students who took the course of “Emotional Psychology” in the case university. Results showed that with the intervention， posttest scores of the participants were significantly higher than their pretest scores in such variables as “subjective well-being，” “psychological capital，” and “mindfulness.” Students experienced the well-being teaching process from “awareness/notice (body)，” “intervention/act (mind)” to “evaluation/response (spirit)，” as well as from “teaching for well-being，” “teaching with well-being” to “teaching about well-being.” Based on the above results， directions for higher education and future research were suggested.