本研究主要目的在設計一套適合國小高年級學童之減低悲觀教學方案及比較增加樂觀教學方案，探討該課程對國小高年級學生悲觀/樂觀信念、憂鬱及焦慮之效果。以台北市某國小五年級共86名學生為研究對象，兩班為實驗組共59人；一班為控制組共27人，實驗組接受為期八週，每週二節課（80分鐘），共計640分鐘的教學方案處理，第一階段實驗處理為實驗組一先實施減低悲觀教學方案，實驗組二則先實施增加樂觀教學方案；第二階段實驗處理則為實驗組一實施增加樂觀教學方案，實驗組二則進行減低悲觀教學方案；控制組則未接受任何實驗教學方案處理。
本研究以「兒童樂觀-悲觀雙因子量表」、「貝氏兒童組合量表第二版憂鬱、焦慮分量表」為量化資料的評量工具，於第一階段實驗處理後進行中測，第二階段實驗處理後再進行後測，所得資料以獨立樣本單因子共變數分析進行統計處理，並分析「單元回饋表」、「課程總回饋表」、「學生訪談問卷」及「教師省思札記」為輔佐資料，以瞭解本研究方案介入的效果。主要發現如下：
一、減低悲觀教學方案設計過程切合教學目標並填補研究之缺口。
二、減低悲觀教學方案的教學符合學生學習需求。
三、本教學方案能降低學生部分的悲觀信念及憂鬱、提升學生部分樂觀信念：
1.教學方案能提升學生「對正向結果抱持自信」的樂觀信念。
2.教學方案能減低學生「負向預期且懷疑自我」的悲觀信念。
3.教學方案對於學生樂觀信念中的「有毅力地追求目標」與悲觀信念中的「半途而廢」未有效果。
4.驗證樂觀與悲觀是雙向度的論點。
5.悲觀特質需長時間蘊釀，改變方能見效。
6.二套教學方案應相輔相成，融合運用。
四、本教學方案能降低國小高年級學生的憂鬱及焦慮。
五、實驗組學生對減低悲觀和增加樂觀教學方案皆採正向態度，對於各單元均有很高的滿意度、普遍非常喜歡教學方案並認為對個人有幫助、主觀自評改變則以認知與情意方面居多。
最後，根據本研究結果加以討論，並提出未來教育和輔導以及研究上的具體建議，以做為後續教育輔導及未來研究的參考。

The purposes of this study were to design a decreasing pessimism teaching program comparing to an increasing optimism teaching program for 5th grade students and to investigate its effects on students’ pessimistic/optimistic beliefs depression and anxiety. There were totally 86 students from an elementary school in Taipei participating in this study, 59 of which were assigned to the experimental group and 27 of which to the control group. Students in the experimental group went through the 640-min. teaching program for 8 weeks, 80 min. per week, while those in the control group didn’t experience any experimental teaching. Otherwise, the optimism teaching program experimental group divided into two groups; the first experimental group applied a decreasing pessimism teaching program for 4 weeks and the second experimental group applied an increasing optimism teaching program at the same 4 weeks. After going through 4 weeks, the experimental groups exchange the two teaching programs for another 4 weeks.
The quantitative instruments utilized to examine the effects of the teaching were “Children’s Optimistic-Pessimistic Beliefs Inventory”.“BDI-Y”and“BANI-Y” The collected data were analyzed with one-way ANCOVA. The qualitative data including “feedback questionnaires”, “interview data from students”, “interview data from teachers”, and “teacher’s reflective journals” were also analyzed to examine the effects of the training. The findings were presented as the following.
1. The design process of the decreasing pessimism teaching program is rigorous.
2.“The Decreasing Pessimism Teaching Program”could be applied to the students’ learning needs.
3. The decreasing pessimism teaching program elevated students’ pessimistic beliefs、depression and to promote part of the students’ optimism beliefs:
(1)The teaching program promotes students “to be confident on positive outcomes.”
(2)The teaching program lowers students “negative expectation and self-doubt.”
(3)The teaching program didn’t influence students “to pursue their goals perseveringly” nor “quitting in the middle of the way”.
(4)The study supported the argument that optimism and pessimism are bipolar.
(5)The characteristic of pessimism needs continuously to develop and the effects will be obvious.
(6)The two teaching programs should apply together and integrate with each other.
4.The decreasing pessimism teaching/increasing optimism teaching program could decrease the high graders’ depression and anxiety in primary school.
5.Students in the experimental groups took positive attitude toward the teaching. They not only were satisfied with every unit of the training but also enjoyed the training, considered it helpful, and subjectively believed that the training changed them cognitively and affectively.
The forgoing results were discussed at the latter part of this study. Some concrete suggestions on education, student guidance and research were also provided.

Julie k.Norem(2002).我悲觀，但我成功：負面思考的正面威力(齊若蘭譯)。臺北市：
遠流。

Seligman, M. (1990/1997).學習樂觀．樂觀學習(Learned optimism) (洪蘭譯)。臺北市：
遠流。

Seligman, M. (2000/2003).真實的快樂(Authentic Happiness)(洪蘭譯)。臺北市：遠流。

Seligman, M.,Reivich,K.,Jaycox,L.,&Gillham ,J. (1995/1999).教孩子學習樂觀(the
Optimistic Child)(洪莉譯)。臺北市：遠流。

丁明潔(民92)。國中生樂觀/悲觀傾向、課業壓力評估、課業壓力因應方式與學校
生活適應之相關研究。國立政治大學教育學系碩士論文，未出版，臺北市。

毛國楠(民84)。國中教師的樂觀信念、自我效能、對壓力的認知評估、因應方式
與工作調適及身心健康的關係。教育心理學報，28，77-197。

江宜珍(民91)。國小學童自殺意念相關因素之探討。國立陽明大學衛生服利研究
所碩士論文，未出版，臺北市。

李至介(民94)。護專學生防禦性悲觀對內外科學習焦慮及精熟投入之作用效果評
估。中華輔導與諮商學報，18，121-152。

李澄賢(民93)。大學生的情緒調節、調節焦點、樂觀與創造力之關係。國立政治
大學教育學系碩士論文，未出版，臺北市。

何家齊(民87)。大學生的樂觀傾向、壓力因應方式與生活適應的相關研究。國立
彰化師範大學輔導學系碩士論文。

杜品儀(民95)。樂觀學習課程對國小高年級學童樂觀解釋型態、正向情緒之影
響。國立台南大學課程教育研究所碩士論文，未出版，臺南市。

吳相儀(民95)。樂觀訓練課程對國小高年級學童樂觀信念、因應策略之影響。國
立臺灣師範大學教育與心理輔導研究所碩士論文，未出版，臺北市。

吳麗娟(民83)。讓我們更快樂—理性情緒教育課程。臺北市：心理出版社。

吳櫻青（民87）。學得的無助理論對諮商專業之啟示。諮商與輔導，153，17-21。

常雅珍(民92)。激發心靈潛能—以正向心理學內涵建構情意教育課程之研究。國
立臺灣師範大學教育與心理輔導研究所博士論文，未出版，臺北市。

張春興(民78)。張氏心理學辭典。台北：東華。

賴怡君(民96)。樂觀悲觀、因應與正負向情緒關係之探討—日記研究法之階層線
性模式分析。東吳大學心理系碩士論文，未出版，臺北市。

駱月娟（民95）。青少年真實快樂測驗的發展暨以有目的活動增進快樂的研究。
國立交通大學教育研究所碩士論文，未出版，新竹市。

憂鬱主題館—董氏基金會心理衛生組網站。
http://www.jtf.org.tw/psyche/index.asp

Anderson,J.R.(1988). The role of hope in appraisal, goal-setting,expectancy, and coping.Unpublished doctoral dissertation,Department of Psychology, University of Kansas, Lawrence.
Bandura, A. (1986). Social foundations of thought and action：A social cognitive theory. Englewood Cliffs. NJ: Prentce-Hall.
Bandura, A. (1988). Self-regulation of motivation and action through goal systems. In V. Hamilton, GH Bower, & NH Frijda (Eds.), Cognitive perspectives on emotion and motivation (pp. 37-61).
Carver, C. S., & Gaines, J. G. (1987). Optimism, pessimism, and postpartum depression. Cognitive Therapy and Research, 11, 449-462.
Carver, C. S., & Scheier, M. (2003).Optimism. In S. J. Lopez & C. R. Snyder(Eds.), Positive psychological assessment- A handbook of models and measures (pp.75-89).Washington, DC: American Psychology Association.
Carver, C. S., & Scheier, M. F. (2002). Optimism. In C. R. Snyder & S. J. Lopez (Eds.), The Handbook of Positive psychologyl (pp. 231-243). London: Oxford University Press.
Carver, C. S., & Scheier, M. F.(2002). Optimism, pessimism and self-regulation. In E. C. Chang (Ed.), Optimism and pessimism: Implications for theory, research, and practice (pp.31-51). Washington, DC: American Psychology Association.
Caver, C. S. (1989). How should multi-faceted personality constructs be tested? Issues illustrated by self-monitoring, attributional style, and hardiness. Journal of Personality and Social Psychology, 36, 1501-1511.
Kaslow, N.J., Tanenbaum, R.L., & Seligman, M.E.P. (1978). The KASTAN-R: A children’s attributional style questionnaire. Unpublished manuscript, University of Pennsylvania.
Peterson, C., & Seligman, M. E. P. (1984). Causal explanations as a risk factor for depression: Theory and evidence. Psychological Review, 91, 347-374.
Peterson, C., Bettes, B. A., & Seligman, M E. P. (1985). Depressive symptoms and unpromoted causal attributions: Content analysis. Behavior Research and Therapy, 23, 379-382.
Peterson, C., Luborsky, L., & Seligman, M. E. P. (1983). Attributional and depressive mood shifts: A case study using the symptom-context method. Journal of Abnormal Psychology, 92(1), 96-103.
Peterson, C., Semmel, A., Baeyer, C., Abramson, L.Y., Metalshy, G. I., & Seligman, M. E. P.(1982).The attributional style questionnaire. Cognitive Therapy and Research, 6(3),287-300.
Peterson,C.(2000).The future of optimism.American Psychologist,55,44-55.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington. DC: American Psychological Association/New York: Oxford University Press.

Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. Health Psychology, 4, 219-247.
Scheier, M. F., & Carver, C. S. (1992). Effects of optimism on psychological and physical well-being: Theoretical overview and empirical update. Cognitive Therapy and Research, 16, 201-228.
Scheier, M. F., & Carver, C. S. (1993). On the power of positive thinking: The benefits of being optimistic. Current Directions in Pschological Science, 2, 26-30.
Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from
neuroticism(and trait anxiety, self-mastery, and self-esteem): A reevluation
of the Life Orientation Test. Journal of Personality and Social Psychology,
67,1063-1078.
Seligman, M. E. P. (1991). Learned optimism. New York: Knopf.
Seligman, M. E. P.(2002).Positive Psychology, Positive Prevention, and Positive Therapy. In Handbook of Positive Psychology(pp.3-12).NY:Oxford.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.
Seligman, M. E. P., Abramson, L.Y., Semmel, A., & von Baeyer, C. (1979).Depressive attributional style. Journal of Abnormal Psychology, 88, 242-257.
Seligman, M.E.P., Reivich, K. J., Jaycox, L.H., & Gillham, J. (1995). The optimistic child. New York: Houghton-Mifflin.
Snyder, C. R. (1996). To hope, to lose, and hope again. Journal of Personal and Interpersonal Loss, 1, 1-16.
Snyder,C.R.(2000)Hypothesis：There is hope.In C. R. Snyder(Ed),Handbook of hope：Theory, measures,& applications(pp3-21) . New York：Academic Press.
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60, 570-585. Snyder, C. R., Higgins, R. L., & Stucky, R. (1983).
Snyder, C.R., Hoza, B., Pelham, W.E., Rapoff, M., Ware, L., Danovsky, M., Highberger,L., Rubinstein, H., & Stahl, K.J. (1997). The development and validation of the Children’s Hope Scale.Journal of Pediatric Psychology, 22, 399–421.