幽默創造融入社會情緒學習課程對國小高年級學童社會情緒學習、幽默感、創造力自我效能、生活滿意度之影響

Abstract

本研究旨在透過幽默創造融入社會情緒學習課程以增進國小高年級學童之社 會情緒學習能力、幽默感、創造力自我效能以及生活滿意度。研究對象為臺北市松山區某國小之高年級學童，共 2 個班級、共 56 人。研究採實驗組與對照組之 前測後測「準實驗設計」，課程進行 6 週；實驗組在進行相關社會情緒課程介入時，對照組則無進行相關課程介入。研究工具為「社會情緒學習量表」、「多向度幽默感量表短版」、「創造力自我效能量表」、「生活滿意度量表」，所得資料將以單因子共變數分析進行探究。研究結果發現，控制性別與前測分數後，一、實驗組與對照組的 SEL 各向度後測分數無顯著差異。二、幽默創造融入社會情緒學習課程於增進幽默感方面具可能性。三、實驗組與對照組的創造力自我效能後測分數無顯著差異。四、實驗組與對照組的生活滿意度後測分數無顯著差異。最後，本研究依研究結果，提供教師於實施幽默創造融入社會情緒學習課程之相關研究的未來方向與建議。This study aimed to investigate the effects of integrating humor and creativity into a social-emotional learning curriculum on senior grade elementary school students. The intervention targeted four outcome variables: social-emotional learning competencies, sense of humor, creativity self-efficacy, and life satisfaction. A quasi-experimental pretest-posttest design was adopted with 56 students. The experimental group participated in an SEL course infused with humor and creativity for six weeks, while the control group continued with traditional lecture-based instruction without SEL intervention. Four validated instruments were employed to measure the outcomes : the Social Emotional Learning Scale, the Short Form of the Multidimensional Sense of Humor Scale, the Creativity Self-Efficacy Scale, and the Life Satisfaction Scale. Data were analyzed using one-way ANCOVA to examine post-intervention differences between groups, controlling for pretest scores. Results indicated : after controlling the variance of gender and pre-test scores, the post-test scores of SEL of experiment groups was not significantly higher than control group. The post-test scores of creativity self-efficacy, and life satisfaction of experiment groups were not significantly higher than control group. However, a positive trend was observed in enhancing students’ sense of humor. Based on these, the researcher draws conclusions and makes suggestions for future research.