大學生成就目標、感恩與幸福感的相關研究

Relationships among Achievement Goal, Gratitude, and Well-being in College Students

陳淑姿(Chen Shu-Tzu)

指導教授 ： 季力康

國立臺灣師範大學/運動與休閒學院/樂活產業高階經理人企業管理碩士在職專班/碩士(2020年)

https://doi.org/10.6345/NTNU202001339

摘要

幸福感是人們生活中不可或缺的動力，感恩可能是人類追求美好生活的選擇，若個人心態上缺乏追求成就目標的動機則無法得到更高的幸福感。耑此，感恩與成就目標可能是影響幸福感的重要因子。本研究之主旨在探討大學生成就目標、感恩與幸福感的相關研究。研究採用問卷調查，以北部地區大學生為研究對象，經參與者同意後，填寫「心態量表」、「感恩量表」與「心理幸福感量表」。將有效回收樣本共378位大學生問卷資料，採用描述性統計、皮爾遜 (Pearson) 積差相關及多元階層迴歸進行統計分析，根據研究結果的主要發現分述如下：一、大學生整體幸福感與感恩方面皆達中高程度以上；在心理幸福感六構面施測結果，個人成長遠高於其他構面，其次為正向關係、生活目的、環境精熟、自我接納，自主性最低；定型心態與成長心態方面皆呈現中等程度且定型心態總分略高於成長心態總分。二、不同性別在幸福感、定型心態以及成長心態方面皆無顯著差異；在感恩上有顯著差異，女大學生感恩特質顯著大於男大學生。三、成長心態、感恩與幸福感有顯著正相關；定型心態和成長心態有顯著負相關；定型心態與感恩、幸福感無顯著相關。四、感恩和定型心態與成長心態能夠正向預測幸福感，其中以感恩對幸福感最具预测力，成長心態居次，定型心態第三，結果顯示，當大學生感恩與成長心態愈高時，其幸福感也愈高，整體模式的解釋變異量為36%，感恩之解釋變異量為24%，心態之解釋變異量為13%。最後，本研究根據研究結果進行討論並提出建議，分別提供給教育單位、學校、教師和未來研究提出相關參考。

關鍵字

正向心理學 ； 定型心態 ； 成長心態 ； 心理幸福感 ； 多元階層迴歸

並列摘要

Happiness is an indispensable driving force in people's lives. Gratitude may be a choice of the mankind to pursue a better life. If an individual does not have the motivation to pursue one’s goal, one will not be able to achieve the greatest sense of happiness. In this regard, gratitude and achievement goal may be an important factor that affects happiness. The main purpose of this study is to explore the relevant researches on college students' achievement goals, gratitude and happiness. It targets northern Taiwan’s college or university students who agreed to take the questionnaires by filling out the "Mindset Form", "Gratitude Form" and "Psychological Well-being Form." A total of 378 questionnaire data were collected as valid samples for statistical analysis through the methods of descriptive statistics, Pearson product-moment correlation coefficient and multiple hierarchical regression. The major findings of the research are as follows: 1. The overall happiness and gratitude of college or university students are at the middle-to-upper level. In the six dimensions of psychological well-being, personal growth is much higher than other dimensions, followed by positive re-lationships, life purpose, environmental proficiency, self-acceptance, and initiative. Fixed mindset and growth mindset stay at the middle level, with fixed mindset somewhat higher than growth mindset. 2. There are no significant differences between different genders in happiness, fixed mindset and growth mindset; there are significant differences in gratitude, and the gratitude characteristics of female college students are significantly greater than that of male college students. 3. Growth mindset, gratitude and happiness have a significant positive correlation; fixed mindset and growth mindset have a significant negative correlation; fixed mindset is not significantly correlated with gratitude and happiness. 4. Gratitude, fixed mindset and growth mindset can positively foresee happiness. Among them, gratitude is the most predictive of happiness, followed by growth mindset and fixed mindset. The study shows that when college students have greater gratitude and growth mindset, their happiness are also greater and the explained variance of the overall model is 36%, the explained variance of gratitude is 24%, and the explained variance of mindset is 13%. Finally, this re-search discusses and puts forward suggestions based on the research results, which are provided to educational units, schools, teachers, and future research for relevant references.

並列關鍵字

positive psychology ； growth mindset ； fixed mindset ； psychological well-being ； multiple hierarchical regression

參考文獻

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