正向心理學介入對幸福與憂鬱效果之後設分析

Effects of Positive Psychology Interventions on Well-Being and Depression: A Meta-Analysis

近年來，由於正向心理學持續的蓬勃發展，相關研究受到世界各地的研究學者所關注；關於正向心理學介入研究的整體效果評估，目前有兩篇後設分析論文已經發表，一篇是Sin與Lyubomirsky（2009）的研究（1977－2008），另一篇則是Bolier等人（2013）的研究（1998－2012）。因此，為了解正向心理學介入對幸福與憂鬱效果後續發展情形，本研究將接續Bolier等人（2013）的研究，研究時間界定為2013－2017年，共納入47篇期刊論文（48項研究），實驗組6143人，控制組4509人。研究結果發現：（1）正向心理學介入對於增進幸福感與減緩憂鬱症狀，具有低度至中度之間的正向效果，且有持續性的效果。（2）調節變項以介入時間、介入方式、年齡層次、招募方式、招募類別、樣本特徵、學生類別、控制條件及不同語言發表論文，顯著影響正向心理學介入效果。基於研究結論，本研究分別以（1）正向心理學介入研究成果推廣，（2）教育實務應用，以及（3）未來研究方向，提出研究建議。

Positive psychology research has been developing continuously for the past few years and has become a focus of research attention worldwide. The effects of positive psychology interventions have been examined by Sin and Lyubomirsky (2009; 1977-2008) and Bolier et al. (2013; 1998-2012). The purpose of this study was to explore the effects of positive psychology interventions on well-being and depression. The study time was defined as 2013-2017. The present study undertook a systematic literature search using the PerioPath Index to the Taiwan Periodical Literature System, the China National Knowledge Infrastructure, ProQuest, Scopus, Web of Science, and Google Scholar. A total of 47 articles describing 48 studies met the criteria for inclusion. The studies concerned a total of 10,652 participants, 4,509 of which were in control groups. Primary outcomes were subjective well-being, psychological well-being, and depression. Positive psychology interventions included individual interventions and group training. Recruitment was conducted both online and offline. Positive psychology interventions that were used were gratitude interventions, strengths interventions, forgiveness interventions, engagement and flow interventions, savoring interventions, and meaning-oriented interventions. The results revealed that (1) the effect size of the fixed effect model was 0.309 for subjective well-being, 0.451 for psychological well-being, and 0.376 for depression. Positive psychology interventions had a low to moderate positive effect. At follow-up from 1 to 6 months, the effect size was still significant for subjective well-being and depression, indicating that the effects were fairly sustainable. Additionally, the results revealed that (2) moderators were intervention time, intervention methods, age level, recruitment method, recruitment category, sample characteristics, student category, control group treatment conditions, and different languages, all of which had a significant influence on subjective well-being, psychological well-being, and depression. Moreover, indications regarding literature collection, publication bias, and cultural differences were found, and the quality of the studies varied widely. The results of the meta-analysis indicated that positive psychology interventions were effective for the enhancement of subjective well-being and psychological well-being as well as for reducing depression symptoms. Finally, according to the conclusions, suggestions for positive psychology intervention research, educational practice, and future research are proposed.