中文摘要
本研究以正向情緒介入策略設計「正向情緒教育課程」，並探討對提升國中生生活適應之立即性與延宕性輔導效果。本研究以「不等組前後測」之準實驗設計進行研究，研究對象為桃園縣某國中九年級8個班144名學生，隨機分派其中四個班至實驗組（73人）、另四個班至對照組（71人），實驗組接受六週六節課的正向情緒教育課程，對照組則接受六週六節課的一般綜合活動課程。
本研究以「中學生生活適應量表」及「正向與負向情意量表」為研究工具，對研究對象實施前測、後測及追蹤測，分別進行多變量共變數分析及單因子共變數分析統計考驗研究假設。
本研究結果為：
一、正向情緒教育課程對提升國中生生活適應及情意平衡具立即性及延宕性輔導效果。
二、 正向情緒教育課程對提升國中生正向情意及降低國中生負向情意未具立即性及延宕性輔導效果；對提升國中生情意平衡具立即性及延宕性輔導效果。
研究者根據研究結果提供建議如下：
一、對情緒教育課程實施之建議：國中綜合活動領域情緒教育課程可融入多元正向情緒策略，依據學生年級深化、延長課程，並強調課後練習及成果分享。
二、對行政及輔導之建議：教育行政機構應推行正向教育，並辦理正向情緒研習或工作坊，促進教師及家長學習相關概念與策略資源，以對不同特質及需求的生活適應困擾學生，提供適合的正向輔導。
三、對未來研究之建議：（一）依不同正向情緒提升策略分別設計深化課程進行研究。（二）探討不同正向情緒介入策略與不同生活適應層面之關聯性。（三）採用適合研究對象的正、負向情緒量表，以探討不同情緒影響。（四）探討不同生活適應程度對象之正、負向情緒比例。

Abstract
This study designed “positive emotion-enhancing educational program” according to several positive emotional interventions, and explored the effectiveness on life-adjustment in junior high school students. This study used quasi-experimental design. Participants were 8 classes ninth-grade junior high school students (N=144) in Taoyuan County. Four classes were randomly assigned to experimental group (N=73), and the other four classes to the control group (N=71). The experimental group attended the 6-sessions（once a week）“positive emotion-enhancing educational program”, and the control group attended 6-sessions（once a week）general integrated activitiy course.
Outcome measures were administered at pretest, post-test and follow-up test by "High School Students Life-Adjustment Scale" and "Positive and Negative Affect Scale". The data obtained were statistically tested with MANCOVA and ANCOVA respectively. The results of this study were as follows:
1. The “positive emotion-enhancing educational program” showed both immediate and delay effects by siginicantly elevating life-adjustment of junior high school students.
2. The “positive emotion-enhancing educational program” did not show neither immediate nor delay effects on increasing positive affect and reducing negative affect, but showed both immediate and delay effects by siginicantly increasing the affect balance of junior high school students.
Some suggestions were provided according to the results of this study:
1. For practice of positive emotional education: the emotional education curriculum in general integrated activitiy field could contain multiple positive emotion-enhancing strategies. Deepen and extend the curriculum according to the grades of students, and enhance the homework exercises and the presentation.
2. For administration and counseling: the educational administration should promote positive education by conducting positive emotional teacthers’ training or workshops, provided teachers and parents related concepts and strategies. It helps to provide students who have life problems with appropriate positive emotion-enhancing guidance suitable for their characteristics and needs.
3. For future research: （1）Design deepen course according to different strategies of enhancing positive emotions. （2）Explore the association between different positive emotions intervention strategies and different aspects of life-adjustment. （3）Use appropriate positive and negative affect scales for participants. （4）Explore the proportion of positive and negative emotions of well or bad-life-adjusted participants.

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