國小學生快樂活動、快樂感受、快樂條件之研究

Research on Activity, Perception, and Condition of Happiness among Elementary School Students

本研究旨在建立適用於國小學生之快樂量表，並瞭解整體國小學生之快樂情形，同時探討性別、年級、班級類型、居住地區等不同背景變項之國小學生在研究者自編之「國小學生快樂量表」之表現現況與差異情形。研究對象包括台灣地區六縣市之國小普通班與資優班學生共788名，問卷回收率為98.5%。主要發現如下：一、國小學生整體自覺快樂程度介於「很快樂」與「快樂」之間(M=3.83)。整體活動快樂程度之現況呈現「良好｣(M=4.10)。被認為最為快樂之活動類別依序為「親和傑出」(M=4.41)、「感官逸樂」(M=4.23)、「知性參與」(M=3.70)；活動頻率高低依序為「知性參與」(M=3.51)、「親和傑出」(M=3.27)、「感官逸樂」(M=3.19)。最常伴隨快樂出現之正向感受，依序為「輕鬆滿足」(M=4.36)、「激動爽快」(M=3.95)、「寧靜祥和」(M=3.84)類之感受。國小學生認為滿足「自我實現」(M=4.56)類之條件最易獲得快樂感受，而「免除嫌惡」(M=3.69)類之條件被認為相對較低。二、從活動中獲得快樂感受之程度為女學生(M=4.16)高於男學生(M=4.04)、中年級(M=4.17)高於高年級學生(M=4.05)；從事快樂活動之頻率亦為為女學生(M=3.41)高於男學生(M=3.26)、中年級(M=3.38)高於高年級學生(M=3.30)；而在「親和傑出」之快樂程度上普通班(M=4.52)高於資優班(M=4.37)，「知性參與」之活動頻率上則是資優班(M=3.55)高於普通班(M=3.37)。從快樂中感受到正向情緒為女學生(M=4.12)高於男學生(M=4.02)、中年級(M=4.16)高於高年級學生(M=4.00)、普通班學生(M=4.20)高於資優班學生(M=4.03)。對於滿足快樂條件量表的快樂認同程度，就性別言，僅在「免除嫌惡」層面上男學生(M=3.83)認同程度高於女學生(M=3.57)，其餘皆無差異、中年級(M=4.26)高於高年級學生(M=4.06)、在「親友人際」及「整體快樂條件」之認同程度上普通班(M=4.24， M=4.24)高於資優班(M=4.09， M=4.12)。在居住地區變項部分則各分量表皆無顯著差異。

The purpose of this research was to understand elementary school students' experiences regarding to their happiness. The participants of the study consisted of 788 elementary school students from 6 counties and cities in Taiwan. The Happiness Inventory for Elementary School Students was developed to collect data. Results showed that the overall perception of happiness among elementary students was high. The perception of ＂Ease and Content＂ was considered most often to accompany with happiness. The types of activities that elementary-aged students felt happy to do were ＂Sentiment and Excellence＂， ＂Sense and Leisure＂， and ＂Cognitive Participation＂， respectively. However， what they actually did were ＂Cognitive Participation＂， ＂Sentiment and Excellence＂， and ＂Sense and Leisure＂， respectively. Moreover， to satisfy the condition of ＂Self-actualized＂ was considered most easy to obtain happiness， next was ＂Interpersonal relationship＂， but the approval degree of ＂Abhorrence-avoidance＂ condition was considered much lower. Finally， suggestions were proposed for families， schools， educational institutions， and further researchers.