本研究在探討兒童正念教育課程，對國小中年級學童之注意力、憂鬱症狀以及人際問題改善之影響。研究採前後測之實驗設計，以臺北市某國小34位中年級學童為研究對象，將其分為實驗組17人（男生9人與女生8人）與對照組17人（男生9人與女生8人）。實驗組學童接受為期十週，每週一次、每次40分鐘之兒童正念教育課程。對照組則未執行兒童正念教育課程並於實驗組上課的同時做閱讀或靜態的活動。本研究所得資料以二因子混合共變數分析進行考驗，並輔以教室內行為觀察記錄及質性訪談作為研究佐證與補充。研究之結論如下：
一、兒童正念教育課程對於學童在國小兒童注意力量表的「集中性注意力」、「選擇性注意力」及注意力量表總分有顯著的提升。又在教室內行為觀察記錄中顯示兒童正念教育課程對於學童在學校科任課自然、美勞、音樂的學習注意力方面有顯著的提升。
二、兒童正念教育課程對於學童在台灣版兒童青少年憂鬱量表的憂鬱症狀分數降低方面具有顯著差異，而在質性訪談分析結果亦顯示出學童在憂鬱症狀降低方面的成效。
三、兒童正念教育課程對於學童在台灣版兒童青少年憂鬱量表的人際問題分量表分數的降低未有顯著差異；但是在質性資料分析中發現，接受過兒童正念教育課程的學童自述人際衝動行為降低、自我情緒控制力提升，且理性與和善行為增加，這些都顯示正念教育對兒童人際關係改善有明顯的幫助。
　　最後，研究者根據研究結果加以分析討論，並對未來研究和教育工作提供具體建議，以供相關研究人員和教育工作者參考與應用。

　　The purposes of this study was to investigate the effects of mindfulness learning programs on elementary school middle grade students regarding their concentration, depressive symptoms, and interpersonal problems.
The participations were 34 middle grade elementary students from a Taipei elementary school. This study adopted a pretest-posttest experimental design in which a total of 34 students were randomly assigned to an experimental group or control group. Students in the experimental group (9 boys and 8 girls) attended the mindfulness program for 10 weeks, each class lasting 40 minutes. The control group students (9 boys and 8 girls) attended a normal reading class for an equivalent amount of time.
The questionnaire, including the self-report Children's Depression Inventory_Taiwan Version, used sub-scales to measure children’s interpersonal problems in addition to the Attention Test for Elementary School Children. The data were analyzed using a two-way ANCOVA for quantitative analysis. Additionally, classroom observation to check the students’ concentration, interviews with the children and the teachers’ observation records for each session were included as proof of and a supplement to the research results.
The major findings were as follows:
1. There is a significant difference caused by the mindfulness programs for children that not only increased both their focused attention and selective attention during the “Attention Test for Elementary School Children”, but also improved class learning, including nature, art and music, according to the data from the classroom observation.
2. There is a significant difference caused by the mindfulness programs for children that decreased the score for depressive symptoms in the “Children's Depression Inventory_Taiwan Version “(CDI_TW). In addition, the mindfulness group children decreased their score for interpersonal relationships, which is also a significant difference compared with the control group.
3. The mindfulness course for children did not appear to decrease their scores significantly for negative interpersonal problems in the “Children's Depression Inventory_Taiwan Version.
However, the interviews data show that children who participated in the mindfulness program developed better concentration, with regard to both classroom learning, completing home assignments and engaging in play as well. They also reported developing better strategies for managing their emotions and stress, as well as better interpersonal relationships with their peers.
　　Finally, suggestions about future study and children’s mindfulness education based on the results of this study were provided for the researchers and teachers.

目 錄
第一章、緒論 1
第一節、研究背景與動機 1
第二節、研究目的 4
第三節、名詞釋義 5
第二章、文獻探討 7
第一節、正念的起源 7
第二節、正念療法簡介 10
第三節、兒童正念教育課程的發展與成效 17
第四節、兒童正念教育課程與注意力 32
第五節、兒童正念教育課程與憂鬱症狀 35
第六節、兒童正念教育課程與人際問題 37
第三章、研究方法與步驟 39
第一節、研究方法 39
第二節、研究架構與流程 40
第三節、研究者與參與者 43
第四節、兒童正念教育課程計畫及架構 45
第五節、研究工具 50
第六節、研究倫理 60
第四章、研究結果 61
第一節、實證性結果分析 61
第二節、觀察分析與訪談 76
第三節 綜合結論 102
第五章 討論與建議 105
第一節 研究討論 105
第二節、研究建議 108
參考文獻 113
附錄 123

表目錄
表2-1正念減壓療法的課程內容 19
表2-2兒童正念認知療法課程內容 26
表3-1本研究之兒童正念教育課程 47
表3-2台灣版兒童青少年憂鬱量表各分量表試題分析 56
表3-3學童訪談大綱 58
表4-1研究對象人數統計表 61
表4-2科任課注意力的二因子混合共變數分析摘要表 63
表4-3自然課上課注意力混合設計單純主要效果變異數摘要表 64
表4-4美勞課上課注意力混合設計單純主要效果變異數摘要表 65
表4-5音樂課上課注意力混合設計單純主要效果變異數摘要表 65
表4-6「國小兒童注意力量表」的二因子變異數分析摘要表 67
表4-7集中性注意力混合設計單純主要效果變異數摘要表 68
表4-8選擇性注意力混合設計單純主要效果變異數摘要表 69
表4-9國小注意力量表總分混合設計單純主要效果變異數摘要表 69
表4-10學童憂鬱症狀二因子混合共變數分析摘要表 71
表4-11負向情緒混合設計單純主要效果變異數摘要表 72
表4-12失去興趣混合設計單純主要效果變異數摘要表 73
表4-13負向自尊混合設計單純主要效果變異數摘要表 74
表4-14憂鬱症狀總分混合設計單純主要效果變異數摘要表 74
表4-15二因子混合共變數分析顯著性結果統整表 75
表4-16第一週兒童正念教育課程學童上課注意力觀察紀錄 77
表4-17第二週兒童正念教育課程學童上課注意力觀察紀錄 78
表4-18第三週兒童正念教育課程學童上課注意力觀察紀錄 79
表4-19第五週兒童正念教育課程學童上課注意力觀察紀錄 80
表4-20第六週兒童正念教育課程學童上課注意力觀察紀錄 81
表4-21第七週兒童正念教育課程學童上課注意力觀察紀錄 82
表4-22第八週兒童正念教育課程學童上課注意力觀察紀錄 82
表4-23第九週兒童正念教育課程學童上課注意力觀察紀錄 83
表4-24第十週兒童正念教育課程學童上課注意力觀察紀錄 84
表4-25兒童正念教育課程注意力觀察紀錄回歸方程係數摘要表 85

 
圖目錄
圖 3-1研究架構 40
圖 3-2研究流程 42
圖 3-3兒童正念教育課程計畫 46
圖 3-4兒童正念教育課程架構圖 49
圖 3-5「國小兒童注意力測驗」內容架構圖 52
圖 4-1兒童正念教育課程上課注意力次數曲線圖 85

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