習慣領域光明心態對大專學生之立即效果和延宕效果分析

The Study of the Immediate and Delayed Effects of the Bright Attitude in the Habitual Domains for University Students

本研究旨在探討大專學生參與習慣領域光明心態工作坊對其之立即效果和延宕效果的影響。主要以調查方法進行資料蒐集，問卷題目包括對工作坊滿意度之封閉性問題和開放性的評量問句。立即效果和延宕效果的評量時間，分別於工作坊結束後和工作坊結束後兩週，兩次蒐集資料的樣本人數分別為46人和11人。資料分析是以量化方法分析立即效果的滿意度調查，以質性方法分析立即效果之開放性問句和延宕效果之資料。
本研究的立即效果分析結果顯示，參與此工作坊的學生有九成以上高度肯定透過工作坊的學習效果；進一步以內容分析法歸納出五個學習主題，依序為：覺察反思全責主人、建立改變目標、理解光明心態之新框架、獲得正向能量和學習讚美。延宕效果分析結果顯示，工作坊對他們兩週後的影響可歸納為：以正向思維解決問題、自我激勵增強自信、勇於改變接受挑戰、有效提升正向情緒，以及人際關係擴展良好。最後，提出一些研究上的限制和建議。

The purpose of this study is to explore the impact of the bright attitude in habitual domains workshop for university students, and to analyze both of its immediate and delayed effects. The data was collected by close-ended and open-ended questionnaires from those who participated in the workshop. The immediate effect of data collection time was by the end of the workshop, and the delayed effect of which was collected two weeks later. The sample size were 46 and 11 participants respectively. The quantity data was analyzed with Descriptive Statistics for immediate effect, while qualitative data was analyzed by content analysis method for both immediate and delayed effects.
Results of the study indicated that 90% of the students who attended the workshop highly appreciated what they learned in the workshop. From further qualitative analysis, students believed they learned five lessons by way of the workshop, in order of which were recognizing the full responsibility of themselves through the process of workshop, establishing changing goals, realizing the new frame of bright attitude, and receiving positive energy and complement. In addition, results of the delayed effect indicated that the workshop was influential in the following areas, solving problems by positive thinking, increasing confidence by self-encouragement, bravely embracing changes when facing challenges, effectively promoting positive emotions, and successfully enlarging interpersonal relationship. Based on the findings, some implications were suggested for university students to learn bright attitude, and also some limitations of this paper were mentioned.