正向情緒與心理幸福感關係之研究

A Study on the Correlations between Positive Emotions and Psychological Well-being

本研究旨在探討正向情緒與心理幸福感之關聯，以大學生為研究對象，採用調查研究法，編製結構式問卷，進行實徵性的問卷調查。其次，本研究採用分層比例隨機抽樣，依各學院之學生人數比例抽取參與的研究樣本，問卷調查表共發出385份，回收364份，回收率為4.55％，實得有效樣本323份，可用率88.73％。問卷調查所獲得之實徵性資料，運用SPSS 22.0版之統計套裝軟體程式，進行實徵資料的統計與分析，採用的統計方法，包括：描述性統計、獨立樣本t檢定、獨立樣本單因子變異數分析、皮爾森積差相關、迴歸分析，以及典型相關等。再者，研究研究結果，歸納主要的發現並做成結論：(1)現況方面，大學生之正向情緒、心理幸福感之現況，都達中上程度的認知。(2)差異方面，不同背景變項與正向情緒、心理幸福感，達顯著差異。(3)積差相關方面，正向情緒與心理幸福感彼此間，達顯著正相關。(4)迴歸分析方面，正向情緒對心理幸福感，具預測力。(5)典型相關方面，正向情緒與心理幸福感，具顯著之典型相關因素存在。依據結論，提出建議：(1)學校方面，宜參照正向情緒之層面的內涵，透過鷹架作用，進而昇華心理幸福感的能量。(2)家長方面，宜關注個體獲得情緒愉悅之途徑，進而建構心理幸福感的覺知。(3)學生方面，宜擴展正向情緒的認知與彈性，統整可形塑心理幸福感的覺知與適宜之方式。

This study aimed to examine the correlations between positive emotions and psychological well-being among undergraduate students. The survey research method was adopted, and structured questionnaires were distributed for an empirical questionnaire-based survey. A total of 385 questionnaires were distributed through stratified random sampling, with the number of samples determined according to the percentage of students in each college. A total of 364 copies were returned for a return rate of 94.55%; among them, 323copies were valid for a usable response rate of 88.73%. The empirical data elicited from the questionnaire survey were statistically analyzed primarily using the Statistical Package for the Social Sciences for Windows 22.0. The following statistical methods were also adopted for statistical analysis: descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, regression analysis, and canonical correlation. The research results revealed the following: (1) Currently, undergraduate students exhibited medium- and higher-level cognition regarding positive emotions and psychological well-being (2) In variance analysis, the undergraduate students from different backgrounds with positive emotions and psychological well-being showed totally significant difference. (3) Product-moment correlation: The positive emotions and psychological well-being, showed significant positive correlations. (4) Regression analysis: All of the above showed that positive emotions were the predictable factors in regard to psychological well-being. (5) Canonical correlation: Significant canonical factors were observed between the undergraduate students related to their positive emotions and their psychological well-being. According to the study conclusion recommendations: (1) Aspects for school: It is appropriate to refer to the connotations of the positive emotion level, through the scaffolding effect, and sublimation of the degree of psychological well-being. (2) Aspects for parents: We should pay attention to the ways that individuals obtains emotional pleasure, and then construct the framework for the awareness of psychological well-being. (3) Aspects for students: The cognition and elasticity of positive emotions should be expanded, and the awareness and appropriate methods that can shape psychological well-being should be integrated.