應用PERMA模式以促進大學生體現心盛之效果

The Impact of Applying the PERMA Model to Promote Flourishing in College Students

本研究關注大學生的心理健康議題，依據Seligman提出的PERMA模式，設計PERMA模式介入活動，旨在了解其對學生的學習歷程與幸福感提升之效果。本研究採用個案研究法，以正向心理學課程為研究單位，研究對象共44人，實施16週線上知識論壇PERMA模式介入。本研究採用線上知識論壇工具及心理測驗工具蒐集資料。質性資料結果發現，以PERMA模式建構知識論壇鷹架，有助於學生在PERMA向度的提升，其中「正向情緒」的鷹架使用最多，尤其是「感恩」活動。學生在「美好回憶」活動的投入程度，與其他介入活動的差異達到顯著。學生在知識論壇的創建貼文、閱讀貼文及回文，促進學生之間產生正向互動並共構幸福記憶。量化資料結果顯示，透過PERMA模式介入，學生在PERMA檔案中的「正向情緒」、「投入」、「正向關係」、「意義」、「成就」，以及主觀幸福感、生活滿意度、憂鬱情緒等量表，期初與期末測驗的分數皆有顯著差異；所有心理測驗的效果量為低度至中度的效果量。據此，本研究對高等教育及未來研究提出研究建議。

This study focuses on the mental health issues of college students. Based on M. E. P. Seligman’s proposed PERMA model, interventions were designed to explore the impact on students’ learning processes and the promotion of well-being. The research adopts a case study approach, with the positive psychology course as the unit of investigation. A total of 44 participants were included in the study, and they underwent 16-week online Knowledge Forum (KF) PERMA model interventions. Data for this study were collected from the KF and various scales. The qualitative research results suggest that the construction of KF scaffoldings based on the PERMA model has contributed to students’ improvement in the PERMA dimensions. Among these scaffoldings, the ‘positive emotion’ scaffolding, specifically the ‘gratitude’ activity, was the most frequently utilized. Notably, the level of engagement among students in the ‘good memories’ activity significantly differed from their involvement in other interventions. Through creating, reading, and responding to notes on the KF, students fostered positive interactions, collectively constructing happy memories. The quantitative data results indicate significant differences in the scores of students in the PERMA-Profiler of positive emotion, engagement, positive relationships, meaning, achievements, as well as in the scales of subjective well-being, life satisfaction, and depression between the pre-test and post-test through interventions based on the PERMA model. The effect sizes for all psychological scales were small to moderate. Consequently, this study proposes research recommendations for higher education and future investigations.