本研究在探討台中市高齡學習者的終身學習關鍵能力與活躍老化的關係。本研究目的有四:一、瞭解台中市高齡學習者終身學習關鍵能力的現況及差異情形。二、分析台中市高齡學習者活躍老化的現況及差異情形。三、探討台中市高齡學習者終身學習關鍵能力與活躍老化的關聯。四、探究台中市高齡學習者的終身學習關鍵能力對活躍老化之預測力。本研究採取自編的「終身學習關鍵能力量表」和「活躍老化量表」,針對台中市社區大學、長青學苑、樂齡學習中心等機構中55歲以上高齡學習者,進行問卷調查,總計發出問卷500份,回收有效問卷400份,採SPSS視窗12.0版,進行平均數、標準差、t考驗、單因子變異數分析、積差相關與逐步回歸分析等統計分析,獲得如下結論: 一、台中市高齡學習者終身學習關鍵能力之學會求知、學會做事、學 會共處、學會發展表現良好,在學會改變則稍弱。 二、台中市高齡學習者活躍老化之生活調適表現良好,其次社會互 動、心理健康。 三、台中市高齡學習者終身學習關鍵能力以經濟充裕、健康良好者表 現較好。 四、台中市高齡學習者活躍老化以高學歷、退休、已婚、經濟充裕、 健康情況良好者表現較好。 五、台中市高齡學習者終身學習關鍵能力與活躍老化具有顯著正相 關,以學會發展層面與活躍老化整體的相關最高。 六、台中市高齡學習者之終身學習關鍵能力能有效預測活躍老化,以 學會發展對活躍老化整體最具預測力。 本研究根據上述結論,對高齡者、特定高齡學習機構以及後續研究提出建議。
This research discusses about the relationship between Taichung City’s elder learners’ Key Competence for Lifelong Learning and active aging. The main purposes of this research are as follows: the exploration of the situations of Taichung City’s elder learners’ Key Competence for Lifelong Learning and active aging, the difference analysis of background variables, the relationship between Key Competence for Lifelong Learning and active aging, and forecasting capability of Key Competence for Lifelong Learning to active aging. This research uses self-designed “Key Competence for Lifelong Learning Degree Scale” and “Active Aging Degree Scale” for investigation to learners over 55 years old from Community Colleges, Elderly Colleges and Senior Active Learning and Resource Centers in Taichung. There were 500 questionnaires issued and 400 valid ones received. This research uses SPSS 12.0 Version for analyses of mean, standard deviation, t test, one-way ANOVA, Pearson's product-moment correlation and step-wise regression. This research proposes the conclusions as the following. 1. Taichung City’s elder learners present great in “learning to know”, “learning to do ” , “learning to live together” and “learning to be” of Key Competence for Lifelong Learning, but weak in “learning to change”. 2. Taichung City’s elder learners present great in “life adjustment” of active aging, and good in “social interaction” and “mental health”. 3. Well-off and healthy learners present greater in Key Competence for Lifelong Learning than others. 4. Well educated, retired, married, well-off, and healthy learners present greater in active aging than others. 5. There is a significant positive relation between Key Competence for Lifelong Learning and active aging, and “learning to be” has the highest relation to integral active aging. 6. Key Competence for Lifelong Learning could validly forecast active aging. “learning to be” has the best forecast capability to “integral active aging.” According to the conclusions above, the suggestions are made for elder learners, the specific learning institutions for elder learner and further research.