以網路進行長處介入方案對大學生個人成長主動性與正向心理狀態影響之研究：以重新框架為基礎

The Effects of Using Strength-Based Intervention Programs on College Student's Personal Growth Initiative and Positive Psychological State: from the Perspective of Cognitive Reframing

本研究旨在探討長處介入方案對大學生個人成長主動性與正向心理狀態的影響。本研究採隨機分派研究法，以臺灣地區的大學生為研究對象，採取便利取樣共獲得193名受試者，以介入方案為自變項，依變項為受試者在「個人成長主動性量表－－II中文版」、「正向心理狀態量表簡版」之得分，在實驗介入前、實驗介入後及介入後三週進行量表施測，並以前測得分為共變數，進行單因子共變數分析。研究結果發現：一、實驗組A（穩定劑量組）在接受實驗處理後，在「個人成長主動性量表－－II中文版」、「正向心理狀態量表簡版」的後測、延後測得分皆顯著高於控制組。二、實驗組B（適性劑量組）在接受實驗處理後，在「正向心理狀態量表簡版」的後測、延後測得分顯著高於控制組，在「個人成長主動性量表─II中文版」的後測、延後測得分皆未與控制組有顯著差異。

This randomized, controlled trial assessed the efficacy of strength-based intervention via two different dosages on college student's personal growth initiative and positive psychological state. The participants (n=193) were divided randomly into experiment group A (stable dosage), experiment group B (adaptive dosage) and a control group. Participants in the experimental groups participated in a 17-day strength-based intervention program. The dependent variables were the scores on the Personal Growth Initiative Scale-II-Traditional Chinese (PGI-II-TC) and Positive Psychological State Scale-Short Form (PPS-S). This study used one-way analysis of covariance to analyze the data. The results were as follows: 1. Experiment group A (stable dosage) students reported significantly higher scores on the post-test and the follow-up test for PGI-II-TC and PPS-S than did the control group students. 2. Experiment group B (adaptive dosage) students reported significantly higher scores on the post-test and the follow-up test for PPS-S than did the control group students. 3. Experiment group B (adaptive dosage) students did not report significantly higher scores on the post-test and follow-up test for PGI-II-TC than did the control group students.