正向心理學介入對幼兒主觀幸福感、心理健康及幼兒園適應功能之影響

The Impact of Positive Psychology Interventions on Young Children’s Subjective Well-Being, Mental Health, and Adaptive Preschool Functioning

本研究旨在探討正向心理學介入對幼兒主觀幸福感、心理健康及幼兒園適應功能的影響，採用準實驗設計，實驗組接受八次正向心理學課程。評估工具包括幼兒心理健康與主觀幸福感的前後測量，以及家長和教師填寫的心理健康與幼兒園適應功能問卷。結果顯示，正向心理學介入顯著提升幼兒的生活滿意度、正向情緒、利社會行為與正向學習方式，但對負向情緒和心理健康問題無顯著影響。此外，年齡與性別對幸福感和心理健康存在差異，年齡較大的幼兒表現出更高的主觀幸福感，而男孩則表現出較多的行為問題與較低的正、負向情緒。本研究增進對幼兒階段正向心理學介入的瞭解，並為家長與幼教工作者提供實務參考。

This study aimed to explore the effects of positive psychology interventions on young children's subjective well-being, mental health, and adaptive preschool functioning, using a quasi-experimental design. The experimental group participated in eight sessions of a positive psychology intervention program. Assessment tools included pre- and post-intervention measures of children's mental health and subjective well-being, as well as questionnaires completed by parents and teachers on children's mental health and adaptive preschool functioning. The results showed that the positive psychology intervention significantly enhanced children's life satisfaction, positive emotions, prosocial behavior, and positive approaches to learning, but had no significant impact on negative emotions and mental health problems. Additionally, age and gender differences were observed in well-being and mental health, with older children demonstrating higher subjective well-being, while boys exhibited more behavioral problems and lower levels of both positive and negative emotions. This study enhances the understanding of positive psychology interventions in early childhood and provides practical implications for parents and early childhood educators.