背景和目的：正念是佛法八正道的內涵之一，1979年由卡巴金帶進西方現行醫療體系後，受到越來越多之注目，並被普遍地運用與研究。許多研究證實正念課程的效用，以正念為基礎的方法被運用到不同的臨床領域，處理各種身心議題。在國外有很多正念應用在病人身上的研究，特別是癌症病人。近年來開始在比較年輕族群研究，例如醫護學院學生、大學生及中學生，主要是針對壓力、情緒及心理困擾。英國國會及教育部開始討論正念可能帶給學生的好處及考慮將正念課程納入學校正規教育中。在國內正念的研究及應用則相對較少。本研究的目的是探討正念課程對大學生的學習效能及認知功能的影響，以作為瞭解、評估及推廣或全面引入正念課程於大學通識教育的參考。 研究方法：本研究採用兩組平行前後測之類實驗設計，實驗組進行10週的正念靜坐課程，每週一次，每次50分鐘。研究使用工具包括中文版的大學生學習效能量表（College Learning Effectiveness Inventory, CLEI）認知測驗軟體 (Computer Cognitive Tasks)。CLEI包括「情緒滿意度」、「計畫與時間管理」、「成就追求」、「學業壓力」、「學業專注力」、「課堂溝通」、「學業自信」、「校園活動參與感」和「同儕交流」等九個分量表，全量表共38 題。認知測驗包括持續性注意力(Digit vigilance task)、專注與警醒(Choice reaction time)、空間工作記憶(Spatial working memory) 和記憶掃描 (Memory scanning task)等測驗題組，分別紀錄反應時間(ms)與反應正確率(%)。數據使用PASW Statistics 18統計軟體分析，以獨立t檢定分析CLEI得分以及電腦認知測驗的反應時間和反應正確率。 研究結果：本研究共招募受試者282人(實驗組152人，對照組130人)。結果顯示正念組的CLEI總分略有增加（從127.25到129.77），而對照組保持穩定（從127.40到127.87）。兩組受試者之前測在CLEI得分部分無顯著差異。在CLEI分量表的「計畫與時間管理」、「學業壓力」和「課堂溝通」等三項因素之得分，實驗組明顯高於對照組。認知測驗部分，前測各項數值兩組間無顯著差異。後測部分， 實驗組在Digit vigilance task 的反應正確率和反應時間，以及Choice reaction time task的反應正確率等三個項目的表現明顯優於對照組；工作記憶認知測驗部分兩組無顯著差異。 結論與建議：從本研究結果顯示正念靜坐對提升學習效能和專注力有正面的影響，與其他研究結果一致。有越來越多的研究指出連貫的正念練習，不僅促進更好的學習和認知的表現，同時也提高了整體的身心健康。本研究證明專注力、持續的專注以及專注的控制是可以訓練的，因而提高學生的學習成效和認知功能。研究人員和教育工作者建議正念訓練是適合大學的教育（與教育目標相匹配），並且可以成為卓越教育。建議其他大學及其他高等學校把正念納入通識教育，從而幫助學生提高自己的學業學習表現，擴及身心健康。 Background and Aims: Since the early 1980s, mindfulness training has increasingly found a place in mainstream health care and medicine because of evidence of benefits for emotional and physical health. There is a substantial amount of empirical research and popular literature showing mindfulness is beneficial to a wide range of population both clinically and non-clinically. Mindfulness is gaining momentum in Western societies where there is a growing movement in education. In contrast, there are few studies and applications of mindfulness in Taiwan and in Asia. The aim of the study is to explore the effects of a mindfulness meditation course on learning effectiveness, attention and working memory in year-one freshman students. Methodologies: The study used a pretest-posttest and quantitative research design. The intervention group was recruited from mindfulness classes and the control group was recruited from students without the mindfulness course. The mindfulness meditation course was an 18-week course taken over a semester with 50 minutes per class. Tools used in the study were a Chinese version of the College Learning Effectiveness Inventory (CLEI) and a computer software program focused on specific cognitive tasks for attention and working memory. Data was analyzed with PASW Statistics 18 (formerly SPSS Statistics). The total scale score and subscale scores of the CLEI as well as cognitive tasks on reaction times and correct responses were analyzed with independent t-tests. Results: Two hundred and eighty-two freshmen students volunteered to take part in this study (mindfulness meditation group n=152, control group n=130). The total CLEI scores did not reach statistically difference between the two groups at the pre-test period. The total CLEI score of the mindfulness group increased slightly from 127.25 to 129.77 while control group remained stable (127.40 and 127.87). There were significant differences between the two groups on subscales in regards to management (p=0.009), stress (p=0.034) and class communication (p=0.010). For the cognitive task, the results did not reach statistically difference between two groups at pre-test. At post-test, there were significant difference between the two groups for cognitive tests measuring attention: digit vigilance task for both accuracy (p=0.036) and reaction time (p=0.018), as well as accuracy for the choice reaction time task (p=0.015) but not reaction time. There was no significant difference for memory tasks between the two groups Conclusion and Recommendations: The findings from this study show mindfulness meditation provides positive effects on learning effectiveness and cognitive performance on attentional tasks. It is well documented in an increasing number of research studies that consistent mindfulness meditation promotes not only learning and cognition performance, but also overall wellness. It has also been suggested by researchers and educators that mindfulness is suitable for schools and colleges (matching with educational objectives) and may be the education par excellence. This study is consistent with the idea that attention, sustained attention, and attentional control can be trained in order to improve student learning and cognitive effectiveness. It is recommended this University and other universities to adopt mindfulness training into their education context to improve students’ academic learning and performance as well as well-being.
