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  • 學位論文

中高齡者參與樂齡學習對其生活品質提升之研究-以新竹縣市為例

A Study of the Relationship of the Middle-aged and the Elderly Participation in Elderly Learning and Quality Improvement of their Life-A Case Study in Hsinchu

指導教授 : 胡夢鯨
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摘要


本研究旨在探討中高齡者參與樂齡學習情形及其與生活品質狀況之關係,並根據研究結果提出具體建議,以提供政府機關、相關教育機構及中高齡者參考。本研究採用問卷調查法,利用問卷實地施測,以蒐集實證性資料,作為分析討論之依據,輔以國內外相關文獻資料的蒐集,予以進行歸納、探討與分析。本研究針對新竹縣、新竹市參與樂齡中心學習之中高齡者進行調查,共發出350份問卷,回收350份,經剔除填答不完整或填答一致之無效問卷14份後,有效問卷336份,問卷回收率達96%。經統計分析獲致結論如下: 一、新竹縣市中高齡者參與樂齡學習意願屬中等偏高程度,平均每週參加3次以上,每個月參與總時數達16小時。 二、新竹縣市中高齡者生活品質中等偏高,各層面及整體平均得分在3.3分,其中又以「環境互動」層面之生活品質最高,平均得分可達3.84分。 三、新竹縣市之女性,年齡在61-65歲、教育程度高、與配偶同住、經濟狀況小康、健康狀況良好、有宗教信仰之中高齡者參與樂齡學習的比例較高。 四、新竹縣市之女性,年齡在55歲以下、教育程度高、與配偶同住、經濟狀況小康、健康狀況良好、有宗教信仰且參與樂齡時間越長之中高齡者,其生活品質較高。 五、中高齡者參與樂齡學習與生活品質有相關性,意即參與樂齡學習意願及頻率越高者,其生活品質也越好。 六、中高齡者參與樂齡學習程度能有效預測其生活品質的高低,其中「參與成效」對生活品質最有預測力。 根據上述研究結論,本研究分別就政府機關、高齡教育機構、中高齡者本身及未來研究等方面提供建議如下: 一、對政府機關相關單位的建議 (一)關注高齡教育,推展高齡教育相關政策。 (二)行銷中高齡者參與樂齡學習之成效,激發中高齡者參與學習之意願。 (三)編列經費預算,補助相關單位與教育機構辦理相關課程活動,吸引中高齡者參與學習。 (四)設置專責機構,負責中高齡教育活動的推展與行銷,並設立諮詢服務,增進民眾對高齡教育相關政策與計畫的了解。 (五)結合民間團體資源,進行公私部門的資源整合與分工合作,藉以強化高齡教育內涵,發揮高齡教育最大效益。 (六)合理分配教育資源,改善學習環境設備,藉以縮小城鄉差距,讓每一位中高齡者享有均等的教育服務。 (七)提供完善的社會服務,例如:教育補助或巡迴巴士等,鼓勵弱勢中高齡者積極參與樂齡學習,提升生活品質。 (八)宣導國人健康概念,建立良好的生活習慣,營造健康的生活環境,以達到健康老化及成功老化的目標。 (九)持續與各大專院校合作調查中高齡者參與樂齡學習之成效,提供政府及教育相關單位改進之參考。 二、對高齡教育機構的建議 (一)妥善規劃學習課程,吸引中高齡者加入學習行列。 (二)加強樂齡師資的培訓,提升樂齡學習優質化。 (三)提供多元學習管道,協助偏遠地區中高齡者參與樂齡學習。 (四)加強宣導樂齡學習成效,主動提供諮詢服務,協助中高齡者進一步認識樂齡學習。 (五)結合社區資源,發展中心特色課程;運用中高齡人力與智慧,開拓社區新氣象。 三、對中高齡者本身的建議 (一)積極參與樂齡學習,充實老年生活。 (二)發展個人興趣與專長,維持老年生活品質。 (三)做好心理調適,正向面對老化。 (四)增進人際互動,分享生活樂趣,傳遞生命經驗。 (五)養成良好生活習慣,維持健康身體機能。 四、對未來研究的建議 (一)在研究地區上:建議擴大研究地區,以獲得更多研究證據來說服中高齡者參與樂齡學習。 (二)在研究對象上:建議蒐集更多不同縣市及不同生活狀況之高齡者,以提高研究的外在效度。 (三)在研究變項上:建議研究能擴及探討其他相關因素,特別是參與樂齡學習相關變項的設定,以期提升生活品質研究之價值。 (四)在研究方法上:建議質量並行,量化為主的研究再輔以訪談、觀察等方式,以獲取更詳盡且真實的研究結果。 (五)在研究工具上:字體放大,文句簡單明白,勿太過冗長;儘可能減少開放性填答且題數不要太多。

關鍵字

生活品質 樂齡學習 中高齡

並列摘要


This study aims to investigate the relationship between the middle-aged and the elderly who participate in elderly learning and the quality of their life. Based on the results of this study, recommendations were provided to government organization agencies 、 related education organizations and the middle-aged and the elderly. This study was done with questionnaires by surveying the middle-aged and the elderly in HsinChu county and HsinChu city who participate in elderly learning. 350 questionnaires were sent out, and 350 were returned, after excluding respondents consistent incomplete or invalid respondents 14 copies of the questionnaire,the total number of valid questionnaire was 336, with a return rate of 96%. The conclusions of this study were: 1. The willing of the middle-aged and the elderly in HsinChu to participate in elderly learning are medium to high degree, average participation over 3 times per week, total hours of participation is 16 hours per month. 2. The quality of life of the middle-aged and the elderly in Hsinchu is fairly high, at all levels, with an overall average score of 3.3 points, "environmental interaction" the highest level of quality of life, with an average score of up to 3.84 points. 3. The women in Hsinchu who aged 61-65 years old, highly educated, living with a spouse, a moderately prosperous economic conditions ,good health, with religious have a higher proportion of participation in elderly learning. 4. The women in Hsinchu who aged below 55 years old, high level of education, living with a spouse, a moderately prosperous economic conditions, good health, religious, and longer participation in elderly learning have higher quality of life. 5. For the middle-aged and the elderly, there are correlation between participation in learning and quality of life, meaning that the higher willingness and frequencies to learn ,the better quality of life they have. 6. The learning participation of elderly can effectively predict the level of quality of life, which "participation effect" have most predictive power for the quality of life. According to the research findings, this study provides the following recommendations for government agencies, educational institutions of elderly, the middle-aged and the elderly themselves and future research: Recommendations for government agencies 1. Concerned senior education, promotion of education policy for senior citizens. 2. Marketing elderly seniors involved in learning effectiveness, stimulate elderly willingness to participate in learning . 3. Provision budget, grants related units and educational institutions for the relevant curriculum activities to attract the middle-aged and the elderly to participate in learning. 4. Set up a dedicated agency responsible for promoting and marketing the middle-aged and the elderly and education activities, and the establishment of advisory services to enhance public understanding of education policy and program for the middle-aged and the elderly. 5. Combining the resources of civil society, integration of resources and division of labor between the public and private sectors in order to strengthen the educational content for senior citizens to play elder education maximum efficiency. 6. Rational allocation of educational resources, improve the learning environment equipment, in order to narrow the gap between urban and rural areas, so that every elderly person entitled to equality of educational services. 7. Provide better social services, such as: education grants or tour buses, to encourage the active participation of vulnerable elderly seniors learning, enhance quality of life. 8. People concept of health promotion, establish good habits and create a healthy living environment, in order to achieve healthy aging and successful aging goals. 9. Continue to cooperate with colleges to investigate the effectiveness of the seniors learning ,providing reference to government and educational institutions. Recommendations for educational institutions of elderly 1. Proper planning of learning programs, attracting elderly people to join the learning. 2. Enhance the training of elderly teachers, improve quality of elderly learning. 3. Provide multiple learning channels, assisting the middle-aged and the elderly in remote areas involved in elderly learning. 4. Strengthen advocacy elderly learning, initiative to provide consulting services to assist the middle-aged and the elderlyto further understand about elderly learning. 5. Combine resources of community to development characteristic curriculum of the center; Use elderly human resources to develop new feature of community. Recommendations for the middle-aged and the elderly themselves 1. Enthusiastically participate in elderly learning to enrich life in old age. 2. Development of personal interests and expertise to maintain quality of life in old age. 3. Good psychological adjustment, be positive to face aging. 4. Enhance social interaction, sharing joys of life, passing life experience. 5. Develop good habits, maintain a healthy body function. Recommendations for future research 1. In research area: proposes to expand the study area for more research evidence to convince the elderly to participate seniors learn. 2. In research target group: It is recommended to collect more different area and different living conditions of the middle-aged and the elderly in order to improve the external validity of the study. 3. In research variables: recommendations of the study can be extended to explore other relevant factors, in particular the participation of seniors learning settings related In the study variables: recommendations of the study can be extended to explore other relevant factors, in particular the participation of seniors learning settings related variables, in order to enhance the value of the quality of life research. 4. In research methods: based on quantification and supplemented by interviews, observations, etc., in order to obtain more detailed and factual findings. 5. In research tools: font size, wording simple to understand, not too lengthy; minimize open-end question and not too many questions.

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被引用紀錄


劉汶琪(2016)。高齡者學習參與、社會連結與靈性健康關係之研究〔博士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614045982

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