本研究之目的為使大學生有目的性地參與平衡車練習，以增加大學生正念效果及提升自我效能感。因此，本研究設計符合正念效果及提升自我效能的平衡車活動，並進一步檢驗該活動設計是否能增加正念效果及提升自我效能，同時探討正念與自我效能的關係。
本研究採準實驗設計之等待名單控制組法，依受試者學習平衡車的過程中，是否有研究者口語引導、循序漸進帶領為基準，區分高介入實驗（引導學習）組與低介入實驗（自主學習）組，及不做實驗處理之等待名單控制組。依便利取樣滾雪球方式召募大學生及碩博士生，每組各三十人，共九十人，分別進行實驗。
研究結果為（一）長期練習方可顯著提升正念效果；（二）實際經驗的成就表現及觀摹學習的替代經驗，為增強自我效能感的重要方法；（三）短期平衡車活動中，高自我效能者以引導學習、中自我效能者以自我學習平衡車活動可提升正念效果。
因此，未來實務應用上，可將平衡車納入正念練習的工具，對不同自我效能的人，可依不同的時間長度和方式進行平衡車活動，以提升正念效果。

The goal of the study is to elevate college student mindfulness and self-efficacy by purposefully practice Segway-Ninebot. Furthermore, we examine whether Segway-Ninebot practicing can actually increase mindfulness and self-efficacy, and investigate the relationship between mindfulness and self-efficacy.
This study adopts the waiting list control group method of experimental design. According to the participants in the process of learning Segway-Ninebot, whether there is a researcher's oral guidance and step-by-step leadership as the benchmark, distinguish between high intervention group (guided learning) and low intervention group (self-learning) , and the no intervention waiting list control group for the experimental processing. According to the snowballs sampling, 90 college and doctoral students were recruited to conduct experiments.
The results of the study are: (1) long-term practice can improve the effect of mindfulness; (2) performance accomplishment and vicarious experience are important methods to enhance self-efficacy; (3) In the short-term Segway-Ninebot activities, high- and low-self-efficacy participants can promote mindfulness with guided learning, while mid-self-efficacy participants with self-learning.
As a result, In the practical application in the future, the Segway-Ninebot can be incorporated into the tool of mindfulness practice. For people with different self-efficacy, the Segway-Ninebot learning can be carried out according to different lengths of time and protocols to enhance mindfulness.

中文摘要…………………………………………………..…………………..……….….……i
英文摘要………………………………………………..…………………..……….….……..ii
誌謝辭………………………………………………..…………………..……….….……..….iii
表目錄………………………………………………..…………………..……….….……..….vi
圖目錄………………………………………………..…………………..……….….……..….vii
第一章 緒論…………………………………………………..…………………..……….…01
第一章 研究動機……………………………………………………………..…….…......01
第二節 研究目的…………………………………………………………………….….....04
第三節 名詞解釋…………………………………………………………………….….....04
第二章 文獻探討…………………………………………………………………..……….06
第一節 正念的概念………………………………………………………………….…....06
第二節 自我效能的概念…………………………………………………………….…...12
第三節 平衡車的介紹 ……………………………………………………..……….…...15
第三章 研究方法.………………………………………………………….……………….19
第一節 研究問題…………………………………………………………………….….....19
第二節 研究架構與研究假設……………………………………………………….….19
第三節 研究方法…………………………………………………………………….….....20
第四節 研究流程…………………………………………………………………….….....22
第五節 研究對象…………………………………………………………………….….....23
第六節 研究工具…………………………………………………………………….….....23
第四章 研究結果…………………………………………………………………..……….27
第一節 不同組別基本資料分析…………………………………………………….…27
第二節 正念效果比較分析………………………………………………………….…. 30
第三節 自我效能分數比較分析…………………………………………………….…32
第四節 自我效能與正念效果之關連分析………………………………………….34
第五節 綜合研究討論……………………………………………………………….…....41
第五章 研究結論及建議與限制…………………………………………………..……42
第一節 研究結論…………………………………………………………………….….....42
第二節 研究建議與限制…………………………………………………………….…. 44
參考文獻…………………………………………………………………………………….….47
附錄一 正式問卷…………………………..………………………………………………. 55
附錄二 研究參與同意書…………………………………………………………..………60
附錄三 平衡車教學影片文案……………………………………………………..…… 62
附錄四 實驗流程指導手冊………………………………………………………..……..63

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