應用正念提升大學生的情緒智慧及專注力之教學實踐研究

Applying Mindfulness Practice to Enhance College Students’Emotion Intelligence and Concentration in an Emotion Management Class

在數位分心現象普遍的時代，大學生的情緒健康及專注力培養益發重要。基於鼓勵學生自主學習的理念，學校行政單位不宜禁用管制數位工具，而應透過多元教學輔導措施及環境營造引導學生學習自我管理能力。本研究將正念練習融入大學情緒管理課程，以提升修課學生的情緒智慧及專注力。量性研究工具包括正念覺察量表、情緒智慧量表及學習成效自評問卷，另外也分析學生的學習回饋及焦點訪談團體的質性資料。主要的研究結果顯示，情緒智慧量表的總體分數前後測t考驗達到顯著差異；正念覺察量表的後測平均分數高於前測，但未達顯著差異；約80.5%的學生表示處於正面情緒（高效區及復甦區）的頻率增加，約77.5%學生表示處於專注狀態（策略區及全貌區）的頻率有所增加，72.2%的學生表示處於負面情緒（求生存區及崩潰區）的頻率減少，約75%的學生表示處於分心（被動反應區及散漫區）的頻率減少；83.3%的學生表示數位分心的現象獲得改善。此外，在正念學習成效方面，平均81.9%學生表示七個正念心態有所進步，學生認為最有幫助的正念練習是正念呼吸及正念身體掃描。綜合言之，本研究的教學實踐研究設計大致能夠有效提升學生的情緒智慧及專注力。研究者對於上述結果提出討論，並做出未來教學及研究上的建議。

In digital age, many college students suffer from digital distraction. Therefore, it is more and more important to develop college students”emotional intelligence and concentration so as to enhance their well-be¬ing. Instead of prohibiting the use of digital device such as smart phones, the college administration should offer multiple courses and guidance ac¬tivities to enhance students’self-management skills. The present study in¬tended to apply mindfulness practice to the emotion management course to enhance college students’emotion intelligence and concentration. The course contents included mindfulness theory, attention and flow theory, and emotion psychology. The research results showed that the t-test of emotion intelligence indicated a statistically significant difference. 80.5% of the students reported that they increased their frequency of positive emotion, and 77.5% of the students said they increased their frequency of concentration. Besides, 83.3% of the students decreased the impact of digital distraction, and about 81.9% of the students improved the seven mindfulness mindsets. Moreover, the students regarded mindfulness breathing and body scanning as the two most useful practices. In sum¬mary, the course design of the study enhance college students; emotion¬al intelligence and concentration. Based on the above findings, the re¬searcher proposed suggestions for future teaching practice and research.