大學生感恩學習介入方案成效分析：拓延建構理論假設的考驗

The Effects of Grateful Learning Intervention Program on College Students: Test of Broaden-and-Build Theory Hypothesis

本研究以拓延建構理論假設為基礎，旨在探索大學生感恩學習介入方案對真實問候解決、焦慮情緒、幸福感的的影響效果。研究者首先透過396名幼保系大學生問卷調查的交叉延宕分析來釐清大學生感恩和真實問題解決、焦慮情緒、幸福感之間的潛在關聯，然後再透過50名幼保系大學生的實驗研究來分析感恩學習介入方案對真實問題解決、焦慮情緒、幸福感的潛在關聯與影響效果。間隔八週蒐集的問卷調查實證資料，透過結構方程模式分析，發現感恩和真實問題解決、幸福感有顯著正向關聯，感恩和焦慮情緒有顯著負向關聯。而50名學生實驗研究統計分析發現，感恩學習介入方案有助於真實問題解決的拓延、焦慮情緒的消除以及幸福感的建構。根據這些主要研究發現，研究者對相關議題與未來研究提出可行建議。

The main purpose of this study was to explore the effects of grateful learning intervention program on college students， based on the broaden-and build theory hypothesis. We examined the relationship among college students’ gratitude， real life problem solving， anxiety， and psychological well-being （Study 1）. Then， we explored the effects of grateful learning intervention program on their real life problem solving， anxiety， and psychological well-being （Study 2）. In study 1， a sample of 396 students in ECEC（early childhood education and care）department completed measures of gratitude， real life problem solving， anxiety， and psychological well-being at two time points， with 8-week delays between the two test administrations. Structural equation modeling was employed to test the cross-lagged panel models of the reciprocal effects. Result demonstrated that there was a significant potential association among college students’ gratitude， real life problem solving， anxiety， and psychological well-being. In Study 2， a total of 50 students in ECEC department participated in the grateful learning intervention program. Results showed that the effects of gratitude intervention on college students’ real life problem solving， anxiety， and psychological well-being were all significant. Based on those results， the implication for future research was discussed.