以拓延建構理論為基礎探討感恩教學對國小學生問題解決、憂鬱、生命意義感的影響

Based on the Broaden-and-Build Theory, Explore the Effects of Grateful Learning for the Problem Solving, Depression, Meaning in Life on Elementary School Students

本研究以拓延建構理論假設為基礎，目的在探討國小三年級學生透過感恩教學介入後，對其問題解決、憂鬱、生命意義感之影響。本研究透過兩組實驗組與一組控制組，每組各22位學生的準實驗研究來分析。探討經過四週之細數感恩與拜訪感恩教學介入後，對問題解決、憂鬱，以及生命意義感的影響效果為何。實驗結果發現，經過細數感恩教學後的國小三年級學生，在問題解決、憂鬱，以及生命意義感上之前後測並無顯著不同。而透過拜訪感恩教學後的國小三年級學生，在問題解決以及生命意義感之前後測上有顯著不同並有顯著正向影響。根據以上研究結果，本研究者對相關議題與未來研究提出可行之建議。

Based on the broaden-and-build theory hypothesis, the main purpose of this study was to explore the effects of grateful learning intervention program for the problem solving, depression, meaning in life on third grade students. In this study, quasi-experimental study through two experimental group and a control group, 22 students in each group to analyze. Explore the impact of the effect of the problem solving, depression, and meaning in life. After four weeks of intervention of grateful learning. According to the empirical results, the counting blessing there is no significant difference in enhance problem-solving, depression and meaning in life on three group. Through the gratitude visit, students to enhance problem-solving as well as enhance meaning in life have a more significant positive effect. Based on those results, the implication for fuωre research was discussed.