學家介面對學習倦怠與幸福感之影響:以家庭重心為調節變數

本研究目的為探討學家衝突、學家增益對學習倦怠與幸福感之間的影響關係，並加入家庭重心調節後之關係研究。本研究對象以台灣地區正在或曾經就讀大專院校在職進修人士進行調查，並採以網路電子問卷方式蒐集資料，最後有效樣本為559份，所得資料以SPSS 22.0進行統計與層級迴歸進行分析。根據研究結果顯示:學家衝突對學習倦怠具顯著正向關係，學家增益對學習倦怠具顯著負向關係，學家增益對幸福感具顯著正向關係，學習倦怠與幸福感具顯著負向關係，家庭重心對學家衝突與學習倦怠之正向關係具有增強之調節效果，然而，學家衝突對幸福感未具顯著關係，家庭重心對學家增益與幸福感之正向關係未具增強之調節效果。最後根據上述研究結果，本研究提出理論意涵與管理建議。

關鍵字

學家介面；學習倦怠；幸福感；家庭重心

並列摘要

The purpose of this study is to explore the relationship of school-family conflict and school-family enrichment with learning burnout, and well-being, and attempts to explore the moderating effect of family centrality. The subjects of this survey were working employees who were studying or had been graduated of colleges and universities in whole region of Taiwan, and data were collected by electronic questionnaires. Finally, the total valid questionnaires were 559. The questionnaires data were analyzed by using SPSS version 22.0 statistics and hierarchical regression. The results of the research reveals that the school-family conflict had a significant positive relationship with learning burnout, school-family enrichment had a significant negative relationship with learning burnout, school-family enrichment had a significant positive relationship with well-being, the learning burnout had a significant negative relationship with well-being, and the family centrality had a strengthened moderating effect on the positive relationship between school-family conflict and learning burnout. Furthermore, the school-family conflict was not found a significant relationship to well-being, and family centrality had not a strengthened moderating effect on the positive relationship between school-family enrichment and well-being. Finally, based on the above findings, this research proposes theoretical implications and management recommendations.