性格優勢教育在軍事院校的實踐與成效：以VIA-IS 為基礎的介入研究

The Implementation and Effects of Character Strengths Education in a Military College: An Intervention Study Based on the VIA-IS Framework

為促進大學生的正向發展與心理健康，本研究以VIA-IS（Values inAction Inventory of Strengths）為理論基礎，探討性格優勢教育在軍事院校的實施歷程與介入成效。本研究採準實驗設計，並輔以質性內容分析，研究對象為修習正向心理學課程的一年級學生，共計43 人，分為實驗組與對照組。實驗組接受為期18 週的性格優勢介入，並輔以知識論壇進行學習與覺察；對照組則未接受相關介入，兩組在授課教師與課程內容上保持一致。研究結果顯示：一、實驗組學生在性格優勢與美德的整體分布中，以「正義」美德最為突出，代表性的強項優勢包括公平、領導力、公民精神、寬恕與感恩，反映軍事教育背景對學生性格優勢發展的影響。二、根據知識論壇主題貼文與互動紀錄，學生能積極分享並將性格優勢應用於日常生活中。論壇同時也促進同儕間的互動與經驗交流，增進學生對性格優勢的理解與實踐。三、根據共變數分析結果，實驗組學生的生活滿意度顯著提升，憂鬱情緒顯著下降，兩者皆達中度效果，顯示性格優勢介入具實質效益。最後，本研究提出性格優勢教育之實務建議並說明研究限制，以供未來教學實施與後續研究參考。

To promote the positive development and mental health of college students, this study adopted the VIA-IS (Values in Action Inventory of Strengths) as its theoretical framework to examine the implementation process and the effects of character strengths intervention in a military academy. A quasi-experimental design was employed, supplemented with qualitative content analysis. Participants were 43 first-year students enrolled in a positive psychology course, who were divided into an experimental group and a control group. The experimental group received an 18-week character strengths intervention supplemented by a Knowledge Forum to facilitate learning and self-awareness, while the control group did not receive such an intervention. Both groups were taught by the same instructor and followed identical course content to ensure comparability. The findings revealed three key results: (1) In the overall distribution of character strengths and virtues, students in the experimental group demonstrated the highest prominence in the virtue of Justice, with representative strengths including fairness, leadership, citizenship, forgiveness, and gratitude, reflecting the impact of the military educational context on the development of students’ character strengths. (2) Analysis of posts and interaction records in the Knowledge Forum showed that students actively shared and applied their character strengths in daily life. The Knowledge Forum further facilitated peer interaction and the exchange of experiences, enhancing students’ understanding and application of their strengths. (3) ANCOVA results indicated significant improvements in life satisfaction and reductions in depressive symptoms among students in the experimental group, both with medium effect sizes, suggesting that the character strengths intervention produced substantial benefits. Finally, the study offers practical recommendations for implementing character strengths education and discusses research limitations, providing insights for future educational practice and research.