結合桌遊的正向心理健康教育介入對國中生效果研究

Effects of a Tabletop Games-Based Positive Mental Health Educational Intervention for Junior High School Students

目標：本研究旨在探討結合桌遊的正向心理健康教育介入對國中生五正效能（正向情緒、正向參與、正向關係、正向意義、正向成就）、四樂行為（樂動、樂活、樂食、樂眠）、正向心理健康情形之效果，以及對於課程的意見與反饋。
方法：以準實驗研究設計，在2024年選取新北市某國中的學生為研究對象共249人，實驗組128人、對照組121人。實驗組進行前後測及接受結合桌遊之正向心理健康教育介入，為期三週共135分鐘；對照組僅實施前後測問卷測量。利用廣義估計方程式（Generalized Estimating Equations）進行介入成效分析，另透過焦點團體訪談來瞭解實驗組學生對課程的評價。
結果：研究結果發現結合桌遊的正向心理健康教育介入，能顯著提升國中生整體之五正效能（β=0.15，p=0.004）及正向心理健康（β=0.14，p=0.011）；對於樂動、樂活、樂食、樂眠行為的改善則未達顯著差異。實驗組學生對於結合桌遊的正向心理健康教育課程多持正向評價。
結論：結合桌遊的正向心理健康教育介入能顯著提升國中生整體之五正效能及正向心理健康。本研究建議學校推動結合桌遊的正向心理健康課程，增強學生正向心理健康五正四樂的實踐，以提升學生正向心理健康。

Objectives: This study aims to examine the effects of a tabletop games-based positive mental health educational intervention on junior high school students’efficacy of the PERMA—positive emotions, engagement, relationships, meaning, and accomplishment—and four health-related behaviors, including physical activity, leisure activities, nutrition, and sleep, as well as the overall positive mental health. Additionally, it explores students’opinions and feedback on the intervention.
Methods: Using a quasi-experimental research design, this study selected 249 students from a junior high school in New Taipei City in 2024, with 128 in the experimental group and 121 in the control group. The experimental group underwent pre- and post-tests and participated in a tabletop games-based positive mental health education intervention lasting three weeks, totaling 135 minutes. The control group only completed pre- and post-test questionnaires. The intervention effects was analyzed using Generalized Estimating Equations(GEE). Additionally, focus group interviews were conducted to understand the experimental group’s evaluation of the course.
Results: The study results revealed that the tabletop games-based positive mental health education significantly improved junior high school students’overall PERMA efficacy (β=0.15, p=0.004) and positive mental health (β=0.14, p=0.011). However, the intervention did not significantly enhance physical activity, leisure activities, nutrition, and sleep. Additionally, the students of experimental group provided positive feedback on the course.
Conclusions: The tabletop games-based positive mental health education can significantly enhance junior high school students’overall PERMA and positive mental health. This study recommends that schools develop interdisciplinary positive mental health teaching activities and promote tabletop games-based programs to strengthen students’practice of PERMA efficacy and the four health behaviors, thereby improving their positive mental health.