正念教育課程對國小高年級學童情緒調適能力及人際關係之影響

The Effects of a Mindfulness Curriculum on the Emotional Regulation and Interpersonal Relationships of Fifth-grade Children

兒童時期是情緒調適策略及人際技巧發展的重要階段，情緒調適能力不佳，對兒童產生的影響既廣泛且長遠。根據相關研究，正念對情緒調適、專注力與人際關係促進有正向效益。但國內以系統性正念教育課程作為國小學童介入之方案，仍在初始階段。本研究以國小五年級學童為研究對象，以班級為單位分派為實驗組及對照組。實驗組接受為期十二週，每週四十分鐘之「兒童正念教育課程」，對照組學童維持原時段教學活動，研究結果融合量化評量與質性訪談以了解正念教育介入效益與兒童正念學習經驗。評量工具包括：情緒智能量表青少年版、情緒調整量表、國小學童正向情緒量表，所得資料以獨立樣本單因子共變數進行分析，另輔以課程回饋單及師生個別訪談資料做介入效益及兒童正念學習經驗之探究。研究結果發現，接受正念教育課程的實驗組，其在情緒智能量表總分及內省分量表、人際分量表，與對照組間達到顯著差異；另在情緒調整總量表、調整策略分量表及情緒效能分量表分數，實驗組顯著優於對照組。但在國小學童正向情緒量表部分，兩組間未達顯著差異。此外，根據質性訪談資料顯示，學童普遍能夠將正念技巧應用於學習及生活層面，自我情緒覺察及情緒表達之能力增加，促成整體情緒調適能力與情緒智能提升，並改善人際關係與互動品質。總而言之，「兒童正念教育課程」在目前臺灣的國民教育體制下，具有高度的可行性，根據本研究結果顯示正念教育對於國小高年級學童具有促進情緒智能、情緒覺察、情緒調適策略、與改善人際關係之效果，或可做為國民教育學童「情緒調適與人際關係促進」的課程方案。

The development of emotion regulation and interpersonal skills is an important task for schoolchildren, and learning anddeveloping such tasks while of elementary school age is critical for individuals' later life. The difficulty associated withemotion regulation in schoolchildren can exert huge, long-lasting impacts on children. The vast majority of mental illnessesare associated with difficulty regarding emotion regulation. The brain science research on emotion regulation has also foundthat emotional adjustment and the cognitive brain regions overlap each other in many brain areas and that emotionalresponses and cognitive function interact. Moreover, difficulty regarding emotion regulation is closely related to depressionand also inhibits executive functions such as working memory and inhibition control, often leading to subsequent substanceabuse. For example, previous studies have found that difficulties associated with emotion regulation in childhood are closedrelated to attention deficit, hyperactivity, and other types of psychological disorders.