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研究生:吳庭馨
研究生(外文):WU, TING-HSIN
論文名稱:探究大學生在觀功念恩上的認知與行為轉變
論文名稱(外文):Exploring College Students' Perceptual and Behavioral Changes Toward Observing Merits and Appreciating Kindness (OMAK)
指導教授:葉惠菁葉惠菁引用關係
指導教授(外文):YEH, HUI-CHIN
口試委員:魏式琦陳揚學
口試委員(外文):WEI,SHIH-CHICHEN,YANG-HSUEH
口試日期:2017-06-21
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:應用外語系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2018
畢業學年度:106
語文別:英文
論文頁數:76
中文關鍵詞:觀功念恩感恩心大學生
外文關鍵詞:OMAKgratitudecollege student
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近年來新興的正向心理學備受關注,針對十幾到二十幾歲的學生成長與轉變有很多相關的研究。此外,有研究指出另一種正向教學-觀功念恩,也能有效增進學生的感恩心及幸福感。然而之前的研究對象著重在兒童或青少年,本研究則鎖定大學生,探討觀功念恩的學習對大學生的概念及行為的影響。此研究的對象為55位科技大學的學生,參與為期18週的專業倫理課程。此研究同時收集量化及質性資料,計有:(1)大學生感恩量表的前後測、(2)學生的自我反思表、(3)半結構訪談紀錄。量化的資料中,前後測採用「大學生感恩量表」來測量學生學習前後的感恩程度的改變。質性的資料中,學生的自我反思表成為探究學生在概念上的轉變,而半結構訪談的紀錄則用來了解學生在行為上的轉變。
研究結果顯示:第一,學生在學習觀功念恩後,感恩心有顯著的進步。第二,學生在概念的轉變上主要有三個顯著的面向: (1)增加感恩心,(2)增強幸福感,以及(3)能採用多角度的思維。第三,學生在行為的轉變有四個顯著的面向: (1)增強利社會行為,(2)增進人際關係,(3)增進代人著想之心,以及(4)增強正向思維。總之,研究結果顯示了觀功念恩的學習對大學生概念及行為的轉變有正向的影響。最後,研究結果可提供高等教育對於涵養學生正向概念與行為的參考。
Recently, there has been a new interest in positive psychology, where a considerable amount of literature has focused on the themes of development and transition among students from late teens through the twenties. Previous studies have shown that, as an alternative positive teaching, observing merits and appreciating kindness (OMAK) was beneficial for improving the students’ positive qualities such as gratitude. Previous studies have shown that, as an alternative positive teaching, observing merits and appreciating kindness (OMAK) benefits students in improving their positive qualities such as gratitude. However, most studies conducted so far targeted at children or adolescents. The present study investigated the impact of OMAK on college students’ perceptual and behavioral changes. A total of 55 college students was recruited from a Professional Ethics course at a technological university. Within the 18-week investigation, students attended weekly classes and at the same time practiced these concepts in their daily lives. Both quantitative and qualitative data were collected, including (1) the pre- and the post-tests of the Inventory of Undergraduate Gratitude (IUG) questionnaires, (2) students’ self-reflection sheets, and (3) semi-structured interview records. With regard to the quantitative data, the scores of the pre- and the post-tests of IUG questionnaires were collected to examine the extent of students’ gratitude. In terms of the qualitative data, the self-reflection sheets were used to investigate students’ perceptual changes after the OMAK lessons while the semi-structured interview records were analyzed to explore the students’ behavioral changes occurring in social practice.
There were three major findings drawn from this study. First, students made a significant improvement in gratitude after participating in the OMAK lessons. Second, the three major themes of positive perceptual changes emerging from students’ self-reflection sheets included (1) gratitude increase, (2) happiness enhancement, and (3) multiple perspectives adoption. Third, the four prevalent themes of positive behavioral changes emerging from students’ interview records were (1) pro-social behavior reinforcement, (2) relationships improvement, (3) position-taking development, and (4) positive thinking enhancement. Overall, the present study supported that OMAK learning had a positive impact on students’ perceptions and behavior. Finally, some implications of the teaching of OMAK to nurture students’ perceptions and behavior were also addressed in higher education.
TABLE OF CONTENTS
摘要 i
ABSTRACT ii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS vi
LIST OF TABLE ix
LIST OF FIGURE x
CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 Problem statement 7
1.3 Purpose of the study and research questions 7
1.4 Significance of the study 8
CHAPTER TWO LITERATURE REVIEW 9
2.1 College students’ transitions and changes during the emerging adulthood 9
2.2 The Importance of Personal Relationship and Happiness among College Students 13
2.3 Relationships and Gratitude 16
2.4 Gratitude and Happiness 17
2.5 The conceptual framework of OMAK 18
2.6 Related studies of OMAK and its benefits 19
CHAPTER THREE METHODOLOGY 22
3.1 Participants 22
3.2 Instruments 23
3.2.1 Inventory of Undergraduates’ Gratitude (IUG) 23
3.2.2 Students’ Self-reflection Sheets for the OMAK Lessons 23
3.2.3 The Semi-structured Interview of the OMAK Lessons 24
3.3 Design of the Profession Ethics Course 25
3.4 Procedure of Data Collection 27
3.5 Data Analysis 29
CHAPTER FOUR RESULTS 34
4.1 Research Question 1: To what extent do students’ attitudes toward gratitude change after learning the OMAK lessons? 34
4.2 Research Question 2: What perceptual changes do students make after the OMAK lessons? 36
4.2.1 Gratitude increase 37
4.2.2 Happiness enhancement 38
4.2.3 Multiple perspectives adoption 40
4.3 Research Question 3: What behavioral change do students make in the social practice? 41
4.3.1 Pro-social behavior reinforcement 42
4.3.2 Relationship improvement 43
4.3.3 position-taking development 45
4.3.4 Positive thinking enhancement 47
CHAPTER FIVE DISCUSSION AND CONCLUSION 49
5.1 Discussion of the results 49
5.2 Pedagogical Implications 51
5.3 Limitations 52
5.4 Suggestions for Future Research 53
REFERENCES 54
Appendix A 62
Appendix B 63
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中文書目:

吳清華(2010)。Wu, C. H. (2010). 國中運動代表隊實施觀功念恩之行動研究—以台北縣立蘆洲國中男子籃球隊為例。國立臺灣師範大學體育學系在職進修班碩士論文,未出版,台北市。
邱苔玉(2014)。Chiu, T. Y. (2014). 在國小低年級實施觀功念恩品格教育之研究。元智大學社會暨政策科學學系碩士論文,未出版,桃園市。
紀淑萍(2002)。Gi, S. P. (2002). 在國小實施觀功念恩教學之行動研究。國立屏東師範學院國民教育研究所碩士論文,未出版,台北。
福智文教基金會(2008)。The Teacher Training of Life Education (2008). 97生命教育師資培訓「觀功念恩」講義。雲林:福智中小學。
福智文教基金會(2010)。OMAK among the Campuses (2010). 觀功念恩在校園,台北:圓音有聲。
鄭汶娸(2011)。Jheng, W. C. (2011). 一位托兒所教師實施觀功念恩教學之研究。國立東華大學幼兒教育學系碩士論文,未出版,花蓮縣。
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