大學生實施感恩教育課程之研究

The Research of Gratitude Education Curriculum for University Students

研究者根據相關理論，編擬一系列感恩教育課程。研究對象是桃園一所大學四年級的學生，研 究對象共48 人，實驗組實施十一堂課的融入感恩教育課程之課後托育課程，控制組實施一般課後托 育課程，並未融入感恩教育，採用量表、觀察、問卷、文件蒐集、錄音錄影等多元方式蒐集資料。 量化研究結果發現感恩教育課程可以提昇「大學生感恩量表」中「感念恩典」、「感謝逆境」、「珍視 當下」分量表上的後測得分；也可以提昇「大學生主觀幸福感量表」中「自我肯定」分量表上的後 測得分，顯示感恩教育課程有助於大學生感恩信念及幸福感的提昇，透過質化和量化研究交叉檢核， 發現感恩引發的正向情緒，有益自信、同理、勇氣、復原力等心理資源的建立，進而增進更多正向 情緒，此一結果呼應Fredrickson(2001)提出的「擴展建構論」。質性研究結果發現同理心有助於知 足感的提昇，提供一個新的思維向度；其次，感謝逆境之理念及研究結果，與正向意義相近，彼此 相輔相成。研究者根據研究結果，提出結論及相關建議。

The purposes of this study were to design the gratitude education curriculum and understand the effect of this curriculum. For these purposes， the subjects of this study were two classes of fourth-grade students from a university in Taoyuan County. There were 48 students for subjects. The experimental group received gratitude education courses， the control group did not implement extra education programs.There were some methods used for this study， including observation， inventory， documents analysis， recording and video. The quantitative research found that gratitude programs can enhance the ＂college gratitude scale＂ in ＂gratitude for grace，＂ ＂adversity gratitude ＂， ＂live in the moment＂ on the post-test subscale scores; also enhance the ＂ subjective well-being scale＂ in ＂self-affirmation＂ subscale score on the post-test. The results found that gratitude programs could improve university students gratitude beliefs and subjective well-being. Gratitude triggers positive emotions， and build confidence，empathy， courage， resilience and other psychological resources， this result is in accordance with Fredrickson proposed＂ broaden and build theory ＂. Qualitative research found that empathy helped to enhance contentment， providing a new thought. The concept and research findings of ＂adversity gratitude＂ are similar with ＂positive meaning＂， according to the researcher’s findings， made conclusions and recommendations.