本研究旨在探討「結合創造思考技巧與正念情緒課程」對增進國中生正念程度、情緒智能、創造思考能力與課堂滿意度之成效。以台灣桃園市某國中173名八年級學生為研究對象，另分有三組：實驗組(結合創造思考技巧與正念情緒課程)、對照組一(一般情緒課程組)、對照組二(正念情緒課程組)及，採準實驗研究法不等組前後測設計；每組分別進行每周一次，共計六次的課程；研究工具為「五因素正念量表」、「中學生情緒智能量表」、「新編創造思考測驗」，以及「課堂滿意度與回饋問卷」和「課後訪問與回饋單」。研究結果如下：一、正念程度提升效果在量化方面，「一般情緒課程組」顯著高於「正念情緒課程組」；質性方面，「結合創造思考技巧與正念情緒課程」及「正念情緒課程組」對國中生正念認知理解具正向效果。二、情緒智能提升效果在量化方面，各組間未達顯著差異；質性方面，「結合創造思考與正念情緒課程」與「正念情緒課程」具部分正向效果。三、創造思考能力提升效果上，各組間未達顯著差異。四、課程滿意度與回饋方面，「結合創造思考與正念情緒課程」對國中生學習興趣、正向感受及學習成效具正向效果。 最後，本研究亦依據上述研究結果，提出後續相關研究與實務建議，以供現場教師與未來實務教學方面的參考。

This study aims to explore the effectiveness of integrating creative thinking skills with mindfulness emotion curriculum in enhancing mindfulness levels, emotional intelligence, creative thinking abilities, and classroom satisfaction among the eighth graders in a junior high school in Taoyuan City, Taiwan. The study involved 173 students who were divided into three groups: Experimental Group (integration of creative thinking skills with mindfulness emotion curriculum), Control Group 1 (conventional emotion curriculum), and Control Group 2 (mindfulness emotion curriculum). A quasi-experimental design with pre-and-post tests was employed, with each group participating in a 45-minute session for a series of six weeks. The research instruments included the Five Facet Mindfulness Questionnaire, High School Students' Emotional Intelligence Scale, Newly Revised Creative Thinking Test, as well as a Class Satisfaction and Feedback Questionnaire and Post-interview and Feedback Form. The findings are shown as follows : 1.In terms of quantitative results, the mindfulness levels of the "Conventional Emotion Curriculum Group" were significantly higher than the "Mindfulness Emotion Curriculum Group." Qualitatively, both the "Integration of Creative Thinking Skills with Mindfulness Emotion Curriculum" and the "Mindfulness Emotion Curriculum Group" had positive effects on students' understanding of mindfulness cognition. 1.Regarding the improvement of the emotional intelligence, no significant difference were observed among the groups quantitatively. However, the "Integration of Creative Thinking with Mindfulness Emotion Curriculum" and the "Mindfulness Emotion Curriculum" showed partial qualitative positive effects. 2.There were no significant differences in the improvement of creative thinking among the groups. 3.In terms of course satisfaction, the "Integration of Creative Thinking with Mindfulness Emotion Curriculum" had positive effects on students' interest in learning, positive feelings, and learning effectiveness. Consequently, based on the above research findings, this study also puts forth suggestions for the subsequent related research topics as well as the practice for the reference of current teachers and the future instructional practice.

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