體驗區
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| 篇名 |
兒童正念教育方案對於改善注意力與憂鬱傾向之效果
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| 並列篇名 |
The Effect of Mindfulness Program on Children’s Attention and Depressive Tendency
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| 作者 |
黃鳳英(Feng-Ying Huang)
、鄧瑞瑋(Ruey-Woei Deng)
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| 中文摘要 |
國外研究顯示，兒童正念教育可以增進自我調控與注意力、並降低學童的 憂鬱、焦慮等情緒困擾。本研究以國內34 名國小三年級學童為對象，在某臺 北國小之家長會及校園公開招募學員，並以隨機分派方式，讓其中17 名學童 接受10 週共400 分鐘短期兒童正念教育方案，其餘學童為對照組，接受原時 間所安排的晨間自習與繪本導讀。測量方法包含國小兒童注意力量表、台灣版 兒童青少年憂鬱量表、及質性訪談。研究採用二因子混合變異數分析，結果發 現：實驗組兒童在短期兒童正念教育方案介入後，在注意力提升、及憂鬱傾向 改善顯著優於對照組。又根據質性訪談，實驗組兒童反映其憂鬱與焦慮等負向 情緒降低、人際友善行為增加，且有降低人際爭吵及仇視情形。從本研究結果 顯示短期兒童正念教育方案可作為國內校園兒童注意力與情緒調適的有效方 案。
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| 英文摘要 |
Previous research measuring the effectiveness of Mindfulness Training for children has reported that such training can produce positive effects on their ability to pay attention and psychological well-being. This current research aims to investigate the effects of mindfulness training programs on Taiwan elementary school third-grade students regarding their attention ability, depressive symptoms, and interpersonal relationships with others. This study consisted of 34 third grade students. The participants were recruited from an elementary school in Taipei during a parent-teacher conference, and by disseminating leaflets, all of whom were randomly assigned to the experimental group or the control group. Students in the experimental group (17 of 34) attended the mindfulness teaching program for ten weeks, with each class lasting 40 minutes. The rest of the students made up the control group and attended a regular reading class for an equivalent amount of time. Both questionnaires and semi-structured interviews with children were used to test the effects of mindfulness intervention. The results from the mixed design of two-way ANOVA analyses revealed significant improvements in attention and a decrease in depression symptoms. Furthermore, children from the mindfulness group also reported developing better strategies for managing their emotions and stress, as well as better interpersonal relationships with their peers. Therefore, the Mindfulness Training Program seems to be a promising intervention program that increases children’s attention and emotion regulation.
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| 頁次 |
001-034
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| 關鍵詞 |
兒童正念教育方案
、注意力
、情緒調適
、憂鬱傾向
、attention
、depressive tendency
、emotion regulation
、mindfulness training program to children
、TSSCI
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| 卷期 |
30:2
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| 日期 |
201712
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| 刊名 |
教育實踐與研究
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| 出版單位 |
國立臺北教育大學
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