摘要
本研究旨在檢視感恩日記、善行日記與感恩拜訪等不同感恩方案對提升國小學童幸福感受的效果性，並以心情日記作為對照方案。本研究採準實驗設計，隨機分派四個國小五年級班級為不同感恩方案與心情日記方案的實施對象，參與的受試學生共計135人。每一個感恩方案組接受為期八週，每週一次40分鐘，共計320分鐘的感恩方案課程，心情日記對照組則未接受任何感恩課程，而是單純以日記書寫方式記錄八週的心情指數。
本研究以「國小兒童幸福感量表」為幸福感受的評量工具，其中包含自我悅納、正向情緒、人際和諧與生活滿足等四種向度指標，來進行各組學生的前測、後測與追蹤測。同時，輔以受試學生的「每週檢核表」、「回饋問卷」，家長的「回饋問卷」，以及教師「回饋單」來更整體性的了解感恩方案實施的成效。本研究的主要發現如下︰
1.拜訪記事組對於幸福各向度立即效果量的提升都有顯著的幫助，善行記事組則僅對於「自我悅納」與「人際關係」向度的提升有顯著的幫助；而感恩記事組與心情記事組在各向度的立即效果量則沒有明顯的效果。
2.不管對男生或女生來說，拜訪記事方案比單純感恩方案還要能夠提升受試學童在「正向情緒」與「生活滿意」兩個向度上的感受。
3.拜訪記事組對於幸福各向度的持續效果有顯著的幫助，感恩記事組卻在「正向情緒」向度出現了顯著負向效果；而善行記事與心情記事組在幸福感受各向度則沒有明顯的影響效果。
4.不管對男生或女生來說，拜訪記事組的學生在方案後的「正向情緒」提升效果，有顯著保留的效果。
5.從學生與家長的回饋問卷中顯示，拜訪記事組學生最能感受自己在「感恩態度」、「利他行為」與「人際關係」三方面的增進程度，然而善行記事組的家長卻是最能感受其子女在「感恩態度」、「利他行為」與「人際關係」三方面的增進程度。

Abstract
The purpose of the study was to exam the effects of different grateful programs, including experimental groups of “grateful thinking,” “act of altruism or kindness,” “gratitude visit” on promoting the senses of well-being, contrast with diary-control group.
A pretest-posttest none-quivalent-group design was applied to this study. Four classes of 5th grade students recruited from an elementary school were randomly assigned to three experimental groups and one control group. Participants in the experimental groups received the 8-week grateful treatments with a 40-minute session per week. The subjects in the control group did not receive any treatment, yet were asked to write a diary per week instead.
The instrument of “The children’s sense of well-being scale” was mainly used to assess subjects’ senses of well-being, which composed of “self acceptance,” “positive affect,” “interpersonal relationship,” and “life satisfaction” dimensions. In this study, the researcher also used the approaches of “weekly grateful form”, “student feedback questionnaire”, “parents’ feedback questionnaire” and “teachers’ feedback form” to certify the differential effects of grateful programs. The findings of this study were presented as the following:
First, the “gratitude visit” program had immediate effects on promoting all four dimensions of subjects’ senses of well-being, the “act of altruism or kindness” program had immediate effects on promoting subjects’ senses of “self acceptance” and “interpersonal relationship” dimensions, yet the “grateful thinking” program and the “control group” did not have any significant effects on promoting subjects’ senses of well-being.
Second, the “gratitude visit” program could significantly promote more “positive affect” and “life satisfaction” than the “grateful thinking” program did.
Third, the “gratitude visit” program had retaining effects on all four dimensions of subjects’ promoted senses of well-being. The “grateful thinking” yet generated neglect effect on subjects’ “positive affect”. On the other hand, the “act of altruism or kindness” program and the “control group” did not have any significant effects on retaining subjects’ senses of well-being.
Forth, the “gratitude visit” program had sustainable effects on retaining “positive affect” compared with the other programs.
Finally, the results of feedback questionnaires showed that subjects in the ”gratitude visit” program felt the most improvements in “grateful attitude,” “altruistic behaviors,” and “interpersonal relationship”, yet parents in the “act of altruism or kindness” program felt the most improvements of their children in “grateful attitude,” “altruistic behaviors,” and “interpersonal relationship”.

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