電腦化學習模組提升大學生復原力與心理健康之成效探討

Effectiveness of Computerized Learning Modules Enhancing Resilience and Mental Health for College Students

提升復原力是促進心理健康的重要取徑。本研究根據復原力研究成果的關鍵成分發展一套電腦化學習模組，並進行介入實驗探討電腦化學習模組提升大學生復原力與心理健康的成效。研究採前測─後測對照組之實驗設計，實驗組大學生（N= 58）參與為期九週的電腦化學習模組自學方案，對照組（N = 58）則否。研究結果顯示，在排除前測的影響效果後，實驗組與對照組相較，實驗組在復原力評估工具的心性與靈性資產後測得分顯著較高，以及在大學生問題的後測得分顯著較低。此外，性別對介入方案提升心性資產的成效具有調節效果。本研究電腦化學習模組具有促進鍛鍊效應、意義化效應及經濟有效的價值。研究最後針對復原力介入、公共政策及未來研究提出建議。

Promoting resilience leads to better mental health. In this study, a set of computerized learning modules (CLM) for college students was developed based on the key findings of resilience research. A pretest, post-test, control group research design was followed to evaluate the effectiveness of CLM to enhance resilience and mental health during a period of increased academic stress. The experiment group (N =58) received a 9-week CLM intervention by self-learning, while contrast group (N =58) did not receive any intervention. Measures of resilience, college student problems, and life satisfaction were administered pre- and post-intervention to both groups. Findings showed that participants receiving CLM intervention reported significantly higher score on resilience (mental asset scale and spiritual asset scale) and lower score on college student problems than did those in the control group. Additionally, the intervention effect on mental asset of resilience was moderated by gender. These findings indicate that CLM may be useful as a promising approach and a cost-effective intervention to facilitate steeling effects and meaning-making effects for college students. Implications for resilience intervention, public policy and future research are also discussed.