近年來青少年普遍面臨睡眠時間不足與憂鬱程度上升之問題，已成為校園心理健康與教育現場重要的關注議題。因此，本研究旨在探討「睡眠正念混成課程」對女性青少年睡眠時間與憂鬱程度之影響。本研究採準實驗研究設計，研究對象為臺灣南部某女子高中高一兩個班共65名女學生，隨機分派班級至對照組（31人）與實驗組（34人）。對照組接受健康護理課程與彈性團體活動課程，實驗組則在健康護理課程之外，另接受睡眠正念混成課程介入。兩組課程皆為期12週，每週2節，共24節課。
本研究以睡眠時間與憂鬱程度為依變項，分別透過智慧手環暨健康促進雲端系統蒐集睡眠時間，以及使用流行病學研究中心憂鬱量表兒童版（CES-DC）測量憂鬱程度。所得資料經整理後以Excel與SPSS統計軟體進行描述性統計、共變數分析（ANCOVA）及混合設計變異數分析（Mixed-design ANOVA）加以分析。研究結果顯示，在控制前測睡眠時間後，實驗組於後測睡眠時間顯著高於對照組，顯示睡眠正念混成課程對女性青少年睡眠時間具有正向影響，惟整體睡眠時間之前、後測變化趨勢未達顯著；另一方面，實驗組之後測憂鬱程度顯著低於對照組，且時間與組別之交互作用亦達顯著水準，顯示睡眠正念混成課程有助於降低女性青少年之憂鬱程度。綜合而言，本研究結果顯示睡眠正念混成課程對女性青少年心理層面之介入效果較為顯著，對睡眠時間則呈現相對保護性效果，支持其作為校園睡眠教育與心理健康促進課程之可行性與實務應用價值。

Insufficient sleep and elevated depressive symptoms have become major concerns among adolescents in school settings. This study investigated the effects of a sleep mindfulness blended course on sleep duration and depressive symptoms among female adolescents. A quasi-experimental pretest–posttest control group design was adopted. Participants were 65 tenth-grade female students from two intact classes at a girls’ senior high school in southern Taiwan. The classes were randomly assigned at the class level to an experimental group (n = 34) and a control group (n = 31). Both groups received regular health education and group activity courses; the experimental group additionally participated in a 12-week sleep mindfulness blended course (1 session per week; 12 sessions total) integrating face-to-face instruction with online learning tasks. Sleep duration was objectively assessed using wearable devices connected to a cloud-based health promotion system. Depressive symptoms were measured using the Center for Epidemiologic Studies Depression Scale for Children (CES-DC). Data were analyzed using ANCOVA and mixed-design ANOVA. Results indicated that, after controlling for baseline sleep duration, the experimental group demonstrated significantly longer post-test sleep duration than the control group, although the overall pretest–posttest change in sleep duration was not statistically significant. In contrast, the experimental group showed significantly lower post-test depressive symptoms than the control group, and the time-by-group interaction was significant. Overall, the sleep mindfulness blended course appears feasible for school-based implementation, with more robust effects on psychological outcomes and a potential protective effect on sleep duration.

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