新冠疫情期間大學教師參與MBCT線上課程成效研究

The Effects of Higher Educators' Participating in MBCT Online Courses during the COVID-19 Pandemic

大學教師做為學生遭遇人生困境時協助者的角色，也面臨限期升等、教師評鑑和行政服務等壓力，導致焦慮和憂鬱等情緒困擾。2021年新冠（COVID-19）疫情期間，作者為某國立大學通識教育課程相關教師，以線上視訊方式，開設八週的「正念認知療法」（MBCT）課程。本研究想瞭解教師修習課程後，對於專注力提升、壓力減輕以及情緒管理等，是否有所助益。研究方法係透過課程後學習心得回饋問卷（包括質性和五點量表-從「完全沒有」，到「有很大的幫助」），作成統計分析；另在專注力提升部份，利用中文版「止觀覺察注意量表」（the Chinese Version Mindful Attention Awareness Scale，簡稱CMAAS）於課程前、後做測量，並和學習心得回饋問卷結果相互驗證。本研究結果顯示，八週的MBCT課程，對於教師專注力提升、壓力減輕和情緒管理有良好的成效。本研究爰建議大學教師，可以修習正念認知療法相關課程，適時幫助自己和學生。此外，建議大學通識教育單位可以研發如「磨課師」（MOOCs）線上正念自主學習課程，俾利益更多師生。

 

University faculty members, as helpers when students facing life difficulties, also experience pressures related to promotion deadlines, teaching evaluations, and administrative tasks, which may lead to emotional distress such as anxiety and depression. During the COVID-19 pandemic in 2021, the author offered an eight-week Mindfulness-Based Cognitive Therapy (MBCT) course online for general education teachers at a national university. The purpose of this study is to assess whether participation in MBCT course could provide faculty with benefits such as concentration improvement, stress reduction, and emotion management. The research method utilized qualitative questionnaire and a five-point scale called Chinese Version Mindful Attention Awareness Scale (CMAAS) before and after the MBCT course. The results show that the eight-week MBCT course had significant positive effects on enhancing faculty members’ concentration improvement, stress reduction, and improved emotional management. Based on these results, it is recommended that university faculty members may participate in mindfulness-based cognitive therapy courses to support themselves and their students. Furthermore, it is suggested that general education departments develop online mindfulness self-learning courses, such as MOOCs, to benefit a larger number of faculty members and students.