本研究旨在探討屏東縣國中生在十二年國教的政策推動下,強調多元發展、免試升學的教育環境中,青少年的學習幸福感如何?此外,摒除學業成績為升學的唯一管道之後,學生將有更充裕的時間用於自我探索與思索生涯規劃上,因此這個階段學生的自我認同狀態及社會支持程度為何,對於學習幸福感是否有預測力,皆為本研究的研究重點。 為達上述研究目的,本研究採取問卷調查法針對屏東縣適用於十二年國民教育之國民中學七、八年級約20000名學生為研究對象,分市鎮、市郊及偏遠三個地區的學校選取十一所國民中學,以叢集抽樣方式,抽取七年級與八年級共1070名學生做為本問卷之研究樣本,進行十二年國教認知、學習幸福感、社會支持與自我認同的調查與分析研究。
This study aims to investigate the Pingtung County junior high school students in the twelve-year public education program, emphasizing diversified development , no entrance exam, youth feel happy? In addition, the exclusion of academic studies only for the pipeline, students will have more time for self-exploration and thinking about career planning, so this stage students' self-identity status and social support to what extent, the study would affect happiness, are focus of this study. This study used questionnaires for Pingtung County for the twelve-year compulsory education junior high school seventh and eighth grade students of about 20,000 for the study, divided towns, suburban areas and in remote three junior high schools selected eleven to cluster sampling, extraction of seventh grade and eighth grade students as study 1070 samples for twelve state religion cognition, learning well-being, social support and self-identity investigation and analysis.